Use of preprint peer review to educate and enculturate science undergraduates. Issue 3 (27th July 2022)

• Record Type: Journal Article
• Authors: McDowell, Gary S.; Fankhauser, Sarah; Saderi, Daniela; Balgopal, Meena; Lijek, Rebeccah S.
• Is Part Of: Learned publishing. Volume 35:Issue 3(2022)
• Page Start: 405
• Page End: 412
• Publication Date: 2022-07-27
• Subjects: Peer review -- undergraduate -- STEM education -- scholarship -- scholarly communication -- scientific identity -- scientific literacy; Scholarly publishing -- Periodicals; 070.5
• DOI: 10.1002/leap.1472
• Languages: English
• ISSNs: 0953-1513

Abstract

Key points: Undergraduate science education should include education in scholarly practices like peer review. Authentic experiences in peer review increase science literacy and science identity. Peer review of preprints provides a means for undergraduates to be involved in peer review that is independent of journal gatekeeping processes.