Beason-Abmayr Beth, Wilson Jennifer Shade
Department of BioSciences, Rice University, Houston, TX 77251-1892.
Center for Written, Oral, and Visual Communication, Rice University, Houston, TX 77005.
J Microbiol Biol Educ. 2018 Mar 30;19(1). doi: 10.1128/jmbe.v19i1.1495. eCollection 2018.
Although abundant evidence in STEM education literature emphasizes the incorporation of both primary literature analysis and communication of science into the undergraduate classroom, biology educators are rarely given the necessary support to teach students how to present scientific data from primary literature. Consequently, students often receive limited training in this valuable skill. We report on a collaboration between a biosciences instructor and communication center director who together designed a workshop to teach undergraduate students in a laboratory course to present material from primary literature sources. The workshop taught content selection, slide design, and oral delivery skills using authentic, content-based materials and student models. Following the introduction of this workshop into the course, student performance on the presentations, including their apparent understanding of scientific concepts, improved noticeably. Establishing partnerships such as this one can improve the efforts of biology educators to teach effective science communication to our students.
尽管STEM教育文献中的大量证据强调将原始文献分析和科学交流纳入本科课堂，但生物学教育工作者很少得到必要的支持来教授学生如何展示来自原始文献的科学数据。因此，学生在这项宝贵技能上通常接受的培训有限。我们报告了一位生物科学教师与交流中心主任之间的合作，他们共同设计了一个研讨会，在一门实验课程中教授本科生展示来自原始文献来源的材料。该研讨会使用真实的、基于内容的材料和学生范例教授内容选择、幻灯片设计和口头表达技巧。在将这个研讨会引入课程之后，学生在展示方面的表现，包括他们对科学概念的明显理解，有了显著提高。建立这样的伙伴关系可以改善生物学教育工作者为我们的学生教授有效科学交流的努力。
