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Enhancing science literacy in tertiary education: a real‐world exercise in literature research, scientific writing, and self and peer assessment

Science literacy, the ability to critically evaluate scientific outcomes and their presentation through self and peer assessment, is expected from scientists despite the fact that it is generally not taught. This project aimed to offer 75 undergraduate science students the opportunity to acquire and improve their skills in literature research, reading and writing of scientific papers, as well as self and peer review in simulations of real‐world processes of scientific publishing. This paper discusses the various assessment results, which were analyzed statistically, as well as students’ evaluation of their learning experience.