Critical Reading of Scientific Literature in Nutritional Sciences
At the end, students should be able to understand the different steps that critically reading includes. Students should be able to:
a) carefully considering and evaluating the reading;
b) identifying the reading's strengths and implications;
c) identifying the reading's weaknesses and flaws;
d) looking at the 'big picture' and deciding how the reading fits into the greater academic context (the understandings presented in other books and articles on this topic).
Profª Doutora Cláudia Marques
Weekly - Available soon
Total - Available soon
· Allen, M. (2004). Smart thinking: Skills for critical understanding and writing. (2nd ed.). Melbourne, Australia: Oxford UP.
· Flage, D. (2003). The art of questioning: An introduction to critical thinking. Upper Saddle River, NJ: Pearson Education.
· Groarke, L. A. & Tindale, C. W. (2004). Good reasoning matters! A constructive approach to critical thinking (3rd ed.). Don Mills, Canada: Oxford University Press.
· Metcalfe, M. (2006). Reading critically at university. London, England: Sage.
The teaching methodologies are consistent with the learning objectives. Theoretic-practical classes will offer a detailed and complete exposition of the syllabus contents and broaden the critical spirit of the student in relation to the subjects presented. The final work aims to assess all of the knowledge acquired in theoretic-practical classes, which is a very important basic knowledge for learning many topics that will be develop during the Master in Human Nutrition and Metabolism.
The evaluation of learning and teaching are implement to enable the identification of strengths and weaknesses of the course as an important gauging tool with the aim of continuous improvement.
Several scientific-pedagogical activities will be developed to consolidate students' skills such as debate sessions and reflective learning sessions along the critical reading of scientific articles.
1. Critical Reading
What is Critical Reading?
Why do we need critical reading?
2. Critical Reading Strategies
Who/ what is the author/source? Is the author/source credible? What are the authors purposes?
Is the information relevant to the context?
What are the authors conclusions?
Does the author provide adequate support for the conclusion?
What questions are the author trying to solve/answer?
What are the authors underlying assumptions and are they warranted?
3. Case studies
Applying critical reading to the current literature
Programs where the course is taught: