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ERIC Number: EJ1011748
Record Type: Journal
Publication Date: 2013-Mar
Pages: 4
Abstractor: As Provided
Reference Count: 8
ISBN: N/A
ISSN: ISSN-0047-231X
Popular Science Journalism: Facilitating Learning through Peer Review and Communication of Science News
Tuten, Holly; Temesvari, Lesly
Journal of College Science Teaching, v42 n4 p46-49 Mar 2013
In a multisemester Popular Science Journalism course that met for 2 hours once a week at Clemson University, students produced science news articles for the university newspaper by using primary literature, the internet, and interviews with researchers. Short lectures were given on topic choice, story development, literature surveys, common writing mistakes, and interpreting statistics. Peer review was used to refine articles for publication, and students reached across disciplines with collaborations between biology and communications majors. Articles were compiled into a science news magazine distributed at the end of the semesters to the Clemson campus and beyond and also available on the web. The articles and magazine were praised by campus faculty, and students in the course perceived an increase in their oral communication and critical-thinking skills, comprehension of factual material, positive peer interaction, ability to link ideas in separate disciplines, and understanding of the place of biology in society. (Contains 2 tables and 1 figure.)
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Carolina