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ERIC Number: EJ1136619
Record Type: Journal
Publication Date: 2017-Mar
Pages: 8
Abstractor: As Provided
Reference Count: 21
ISBN: N/A
ISSN: ISSN-0047-231X
Research and Teaching: Encouraging Science Communication in an Undergraduate Curriculum Improves Students' Perceptions and Confidence
Train, Tonya Laakko; Miyamoto, Yuko J.
Journal of College Science Teaching, v46 n4 p76-83 Mar 2017
The ability to effectively communicate science is a skill sought after by graduate and professional schools as well as by employers in science-related fields. Are content-heavy undergraduate science curricula able to incorporate opportunities to develop science communication skills, and is promoting these skills worth the time and effort? The biology department at a midsize university has integrated assignments into core and elective courses with the objective to enhance the development of science communication skills. In addition, two 2-credit courses, one at the sophomore level (Introductory Seminar) and one a Senior Seminar, provide the opportunity for students to learn and practice communicating science. Students are required to search and understand the scientific literature and to present and write science in a discipline-specific manner. Herein, we summarize the incorporation of science communication assignments into the biology majors' curriculum and provide an overview of the two seminar courses. Results indicate that students' confidence and perception of their communication abilities improved after the Introductory Seminar, and these gains were sustained through the senior year.
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 - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina