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).
Professora Doutora Cláudia Marques
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· 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.
Students practice the critical reading of different scientific article types. The individual article reading is followed by a group discussion session (groups with 10-15 students and 1 monitor/teacher). These reflective learning sessions that follow the critical reading of the articles are fundamental to consolidate students' skills.
The evaluation will be made taking into account the following parameters:
- Revision of a scientific article using an evaluation grid (100%).
Students with a grade equal to or greater than 10 (0 - 20) values. There are two evaluation periods. The 2nd evaluation period will only be held if required by the students according to the conductor.
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: