A Framework & Lesson to Engage Biology Students in Communicating Science with Nonexperts
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| Title: | A Framework & Lesson to Engage Biology Students in Communicating Science with Nonexperts |
|---|---|
| Language: | English |
| Authors: | Wack, Jason, Jaeger, Collin, Yuan, Shupei, Bergan-Roller, Heather E. |
| Source: | American Biology Teacher. Jan 2021 83(1):17-25. |
| Availability: | University of California Press. 2000 Center Street Suite 303, Berkeley, CA 94704. Tel: 510-643-7154; Fax: 510-642-9917; e-mail: customerservice@ucpressjournals.com; Web site: http://www.ucpressjournals.com/journal.php?j=abt |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Biology, Undergraduate Students, College Science, Science Instruction, Communication (Thought Transfer), Introductory Courses, Assignments, Student Evaluation, Student Attitudes, Instructional Effectiveness |
| DOI: | 10.1525/abt.2021.83.1.17 |
| ISSN: | 0002-7685 |
| Abstract: | Communicating science with nonexperts (SciComm) is an important scientific practice. SciComm can inform decision making and public policies. Recently, seminal reports have indicated that SciComm is a practice in which students should engage. Unfortunately, students have few opportunities to engage in SciComm, partially due to the absence of a framework that can help instructors facilitate such activities. We present a framework of the essential elements of effective SciComm that synthesizes previous work to describe the who, why, what, and how of effectively communicating science with nonexperts. We applied the framework to a lesson for undergraduate biology students and assessed student outcomes. The lesson uses an introduction, assignment sheet, and worksheet to guide students through planning, producing, and describing their SciComm assignment. We assessed the outcomes of the lesson by quizzing students on their knowledge of SciComm and asking about their perceptions of SciComm and the lesson. Students performed well but focused some of their responses on what they were assigned in the lesson instead of what was best for effective SciComm. Moreover, students perceived the lesson positively. This work can be used by practitioners and researchers to understand how to engage students in the important scientific practice of SciComm. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1283534 |
| Database: | ERIC |
| Abstract: | Communicating science with nonexperts (SciComm) is an important scientific practice. SciComm can inform decision making and public policies. Recently, seminal reports have indicated that SciComm is a practice in which students should engage. Unfortunately, students have few opportunities to engage in SciComm, partially due to the absence of a framework that can help instructors facilitate such activities. We present a framework of the essential elements of effective SciComm that synthesizes previous work to describe the who, why, what, and how of effectively communicating science with nonexperts. We applied the framework to a lesson for undergraduate biology students and assessed student outcomes. The lesson uses an introduction, assignment sheet, and worksheet to guide students through planning, producing, and describing their SciComm assignment. We assessed the outcomes of the lesson by quizzing students on their knowledge of SciComm and asking about their perceptions of SciComm and the lesson. Students performed well but focused some of their responses on what they were assigned in the lesson instead of what was best for effective SciComm. Moreover, students perceived the lesson positively. This work can be used by practitioners and researchers to understand how to engage students in the important scientific practice of SciComm. |
|---|---|
| ISSN: | 0002-7685 |
| DOI: | 10.1525/abt.2021.83.1.17 |
