Department of Ecology & Evolutionary Biology, University of Colorado, Boulder, Boulder, CO 80309.
Department of Microbiology and Immunology, Medical College of Wisconsin-Central Wisconsin, Wausau, WI 54401.
CBE Life Sci Educ. 2018 Spring;17(1). doi: 10.1187/cbe.17-07-0146.
Scientists and educators travel great distances, spend significant time, and dedicate substantial financial resources to present at conferences. This highlights the value placed on conference interactions. Despite the importance of conferences, very little has been studied about what is learned from the presentations and how presenters can effectively achieve their goals. This essay identifies several challenges presenters face when giving conference presentations and discusses how presenters can use the tenets of scientific teaching to meet these challenges. We ask presenters the following questions: These questions target three broad goals that stem from the scientific teaching framework and that we propose are of great importance at conferences: learning, equity, and improvement. Using a backward design approach, we discuss how the lens of scientific teaching and the use of specific active-learning strategies can enhance presentations, improve their utility, and ensure that a presentation is broadly accessible to all audience members.
科学家和教育工作者长途跋涉，花费大量时间和大量财力来参加会议并作报告。这突出了他们对会议互动的重视。尽管会议很重要，但很少有人研究从报告中学到了什么，以及演讲者如何才能有效地实现他们的目标。本文确定了演讲者在作会议报告时面临的一些挑战，并讨论了演讲者如何利用科学教学的原则来应对这些挑战。我们向演讲者提出以下问题：这些问题针对的是源于科学教学框架的三个广泛目标，我们认为这些目标在会议上非常重要：学习、公平和改进。我们采用反向设计的方法，讨论了科学教学的视角以及使用具体的主动学习策略如何增强演示效果、提高其效用，并确保所有与会者都能广泛地理解演示内容。
