Facilitating learning of the peer-review process through a student-led undergraduate journal
DOI:
https://doi.org/10.15173/ijsap.v9i1.5915Keywords:
students as partners, higher education, science education, inquiry-based learning, science process skills, information literacyAbstract
Conventionally, undergraduate science students engage in learning through didactic methods. This can present science as an indisputable collection of knowledge, rather than an ongoing process of discovery. By increasing students’ exposure to scientific processes, undergraduate science programs can enable students to understand the complexities of navigating scientific knowledge with a critical mindset. To facilitate this process, we implemented a student-led undergraduate peer-reviewed journal, The Child Health Interdisciplinary Literature & Discovery Journal, in the Child Health Specialization of McMaster University’s Honours Health Sciences (BHSc) Program. This case study discusses the development and implementation of this student-led journal within an inquiry-based learning curriculum. We aim to promote an understanding of curricular co-creation as a mechanism for enhancing student learning of scientific processes and the development of critical thinking, information literacy, and collaboration skills. We seek to inspire innovative teaching and learning strategies in higher education wherein students are active partners in the learning process.
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Copyright (c) 2025 Celina Antony, Nevart Terzian, Mark Lee, Margaret Secord, Alessia Greco, Michael Wong
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