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A Framework for the Communication Capabilities of Scientists

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Title: A Framework for the Communication Capabilities of Scientists
Language: English
Authors: Taylor G. Dyba (ORCID 0000-0002-3168-4631), Susan L. Rowland (ORCID 0000-0003-1926-7509), James A. Fraser (ORCID 0000-0001-5724-5285)
Source: International Journal of Science Education, Part B: Communication and Public Engagement. 2024 14(4):473-491.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 19
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, College Students, College Faculty, Genetics, Science Instruction, Communication Skills, Interpersonal Communication, Research Universities, Visual Aids, Video Technology, Scientific Concepts, Learning Trajectories, Student Characteristics, Cognitive Objectives, Course Objectives, Curriculum Development, Evaluation Criteria
Geographic Terms: Australia
DOI: 10.1080/21548455.2024.2412265
ISSN: 2154-8455
2154-8463
Abstract: The ability to communicate science effectively is a key attribute for science graduates, and considerable work has been done to establish the techniques and skills associated with effective communication. What is less clear however, is the learning progression students traverse as they develop proficiency in science communication. In this study we evaluated aspects of university-level student science communication capabilities pre- and post- explicit teaching of core science communication capabilities. We used this data to identify the characteristics of early science communication learners and synthesise a robust learning progression Framework for Communication Capabilities (FCC). The FCC was created to support educators in identifying the characteristics of their learners to facilitate the constructive alignment of learning objectives, curriculum, and assessment rubrics for learners of science communication through early phases of their development.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1453106
Database: ERIC
FullText Text:
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  Data: A Framework for the Communication Capabilities of Scientists
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  Data: <searchLink fieldCode="AR" term="%22Taylor+G%2E+Dyba%22">Taylor G. Dyba</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3168-4631">0000-0002-3168-4631</externalLink>)<br /><searchLink fieldCode="AR" term="%22Susan+L%2E+Rowland%22">Susan L. Rowland</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1926-7509">0000-0003-1926-7509</externalLink>)<br /><searchLink fieldCode="AR" term="%22James+A%2E+Fraser%22">James A. Fraser</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5724-5285">0000-0001-5724-5285</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Science+Education%2C+Part+B%3A+Communication+and+Public+Engagement%22"><i>International Journal of Science Education, Part B: Communication and Public Engagement</i></searchLink>. 2024 14(4):473-491.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 19
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
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  Data: 10.1080/21548455.2024.2412265
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  Data: 2154-8455<br />2154-8463
– Name: Abstract
  Label: Abstract
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  Data: The ability to communicate science effectively is a key attribute for science graduates, and considerable work has been done to establish the techniques and skills associated with effective communication. What is less clear however, is the learning progression students traverse as they develop proficiency in science communication. In this study we evaluated aspects of university-level student science communication capabilities pre- and post- explicit teaching of core science communication capabilities. We used this data to identify the characteristics of early science communication learners and synthesise a robust learning progression Framework for Communication Capabilities (FCC). The FCC was created to support educators in identifying the characteristics of their learners to facilitate the constructive alignment of learning objectives, curriculum, and assessment rubrics for learners of science communication through early phases of their development.
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  Data: 2024
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  Data: EJ1453106
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        Type: general
      – SubjectFull: College Students
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      – SubjectFull: College Faculty
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      – SubjectFull: Video Technology
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      – SubjectFull: Scientific Concepts
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      – TitleFull: A Framework for the Communication Capabilities of Scientists
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