Schwingel Johanna M
Department of Biology, St. Bonaventure University, St. Bonaventure, NY 14778.
J Microbiol Biol Educ. 2018 Mar 30;19(1). doi: 10.1128/jmbe.v19i1.1445. eCollection 2018.
Scientific terminology presents an obstacle to effective communication with nonscientific audiences. To overcome this obstacle, biology majors in a general microbiology elective completed a project involving two different audiences: a scientific audience of their peers and a general, nonscientific audience. First, students presented an overview of a primary research paper and the significance of its findings to a general, nonscientific audience in an elevator-type talk. This was followed by a peer interview with a student in a journalism course, in which the biology students needed to comprehend the article to effectively communicate it to the journalism students, and the journalism students needed to ask questions about an unfamiliar, technical topic. Next, the biology students wrote a summary of their article for a scientific audience. Finally, the students presented a figure from the article to their peers in a scientific, Bio-Minute format. The biology-journalism partnership allowed biology students to develop their ability to communicate scientific information and journalism students their ability to ask appropriate questions and establish a base of knowledge from which to write.
科学术语对与非科学受众进行有效沟通构成了障碍。为克服这一障碍，选修普通微生物学课程的生物学专业学生完成了一个涉及两类不同受众的项目：一类是他们的同行科学受众，另一类是普通的非科学受众。首先，学生们在类似电梯演讲的形式中，向普通非科学受众介绍一篇主要研究论文的概述及其研究结果的重要性。接下来是与新闻学课程的一名学生进行的同行访谈，在访谈中，生物学专业的学生需要理解文章内容以便有效地向新闻学专业的学生传达，而新闻学专业的学生则需要就一个不熟悉的技术话题提问。然后，生物学专业的学生为科学受众撰写文章总结。最后，学生们以科学的“生物分钟”形式向同行展示文章中的一幅图表。生物学与新闻学的合作让生物学专业的学生培养了交流科学信息的能力，也让新闻学专业的学生培养了提出恰当问题以及建立写作知识基础的能力。
