Core Skills for Effective Science Communication: A Teaching Resource for Undergraduate Science Education

Mercer-Mapstone, Lucy; Kuchel, Louise

doi:10.1080/21548455.2015.1113573

Cited by 81 publications

(54 citation statements)

References 25 publications

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“…After giving an evaluation and criticism, students should give conclusions about the attitudes and behavior of the community that should be done. In this activity students are trained to dare to make comments based on existing data, so that students are trained in their ability to argue (Fauzi & Fariantika, 2018;Hidayat, Wahyudin & Prabawanto, 2018;Khan, Khan, Zia-Ul-Islam, & Khan, 2017;Mercer-Mapstone & Kuchel, 2017;Vincent-Ruz & Schunn, 2017).…”

Section: Discussionmentioning

confidence: 99%

HOTS-AEP: Higher Order Thinking Skills from Elementary to Master Students in Environmental Learning

Ichsan¹,

Sigit²,

Miarsyah³

et al. 2019

EUROPEAN J ED RES

118

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Environmental learning in the 21st century requires students to have Higher Order Thinking Skills (HOTS). The purpose of this study was to measure HOTS students using Higher Order Thinking Skills Assessment based on Environmental Problem (HOTS-AEP). The research method used in this study was descriptive method with a total sample of 248 students consisting of Elementary School (ES), Junior High School (JHS), Bachelor Program (BP), and Master Program (MP). The results showed that students overall have a very low HOTS category. HOTS scores scale of 0-100 on ES (22.3) are still higher than JHS (20.2). Whereas at the university level, BP scores (19.9) are lower than MP (21.4). This showed that learning must be oriented towards increasing HOTS through various media development learning, learning materials, learning models, and strategies. This study concludes that the HOTS score of students was still very low and needs to be improved.

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Section: Discussionmentioning

confidence: 99%

HOTS-AEP: Higher Order Thinking Skills from Elementary to Master Students in Environmental Learning

Ichsan¹,

Sigit²,

Miarsyah³

et al. 2019

EUROPEAN J ED RES

118

View full text Add to dashboard Cite

show abstract

“…For example, people's perceptions and use of science are influenced by their beliefs and ideologies (Eveland and Cooper, 2013;Fiske and Dupree, 2014). FEWS leaders must therefore practice refining key messages for specific audiences (Cooke et al, 2017;Mercer-Mapstone and Kuchel, 2017) and selecting communication frames that resonate with the belief systems of the intended audience (e.g., Dixon et al, 2017). Other key elements of science communication training include using the principles of narrative storytelling (Dahlstrom, 2014); crafting a clear, pithy message without jargon and focused on the "so what" (Baron, 2010); effectively communicating uncertainty (Friedman et al, 2012); employing a diverse portfolio of communication approaches (Cooke et al, 2017), such as policy briefs, public lectures, science cafes, and elevator pitches; and maintaining clarity and scientific rigor (Brossard and Scheufele, 2013;Klahr, 2013).…”

Section: Communicate Effectivelymentioning

confidence: 99%

“…and Dupree, 2014). FEWS leaders must therefore learn to target messages to specific audiences (Cooke et al, 2017;Mercer-Mapstone and Kuchel, 2017) and to select communication frames that resonate with the belief systems of the intended audience (e.g., Dixon et al, 2017). Perhaps the most underdeveloped skill in training good science communicators is building trust and relationships (Kearns, 2012).…”

Section: Communicate Effectivelymentioning

confidence: 99%

Developing leaders to tackle wicked problems at the nexus of food, energy, and water systems

Wade

Grant

Karasaki

et al. 2020

Elementa: Science of the Anthropocene

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The multiscale, complex challenges at the nexus of food, energy, and water systems (FEWS) demand approaches to graduate education beyond traditional disciplinary training. Here, we present a vision for training FEWS leaders developed by faculty and students from interdisciplinary graduate training programs focused on the FEWS nexus. We discuss the imperative to create interdisciplinary, next-generation FEWS leaders and the core skills and proficiencies such leaders need: employ systems thinking, thrive in interdisciplinary teams, communicate effectively, and engage diverse stakeholders and communities. These skills will prepare students to connect science to innovative, actionable solutions and to successfully lead across a variety of careers. Graduate training that integrates these approaches must, on the one hand, overcome structural, cultural, and financial barriers in higher education, but on the other hand, will help develop a community of practice capable of developing sustainable solutions for the FEWS nexus and other vexing environmental challenges.

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“…It is hard enough for students to communicate science effectively; it is harder still when the science that they are trying to communicate is quantitative in nature (8). Therefore, there is a need for activities geared to real-world application and engagement that help our undergraduate students refine their quantitative scientific communication skills (9, 10). This activity was developed for students to practice their communication of complex, quantitative information with nonexperts, while maintaining students’ active interest in the process.…”

Section: Introductionmentioning

confidence: 99%

Students “Tackle” Quantitative Literacy in their Science Communication with Real-World Football Activity

Adler

2018

J Microbiol Biol Educ.

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Undergraduate introductory biology students struggle when communicating quantitative data. This activity provides students with a real-world research experience to improve their quantitative literacy in science communication. Students were provided with a national sports media report that described a professional football athlete requiring 9,000 calories daily. Students were then asked to determine whether, based on their own research and calculations, the reporter had correctly calculated the total calories coming from the reported foods. Students discovered that their different sources of caloric information provided very different (albeit accurate) calculated totals, ranging from 6,000 to 11,000 calories. Importantly, the students generated professional letters outlining their calculated differences and sent them to the sports reporter. The professional letters to the reporter were assessed via rubric for accuracy of calculations, appropriate research evidence, professionalism, and readability for a nonexpert. A majority of the students provided accurate calculations; however, students scored lower on their professional writing skills, ability to cite appropriate research evidence, and readability for a nonexpert. Additionally, summative quantitative problems were individually completed and assessed, and activity cohorts achieved significantly higher on these problems compared with the non-activity cohort. Finally, surveyed students indicated that the activity helped prepare them for quantitative problems on the summative exam and helped them identify major course learning objectives. In conclusion, given an authentic research activity, students can take ownership of their learning and practice their communication to the general public about quantitative scientific information.

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Core Skills for Effective Science Communication: A Teaching Resource for Undergraduate Science Education

Cited by 81 publications

References 25 publications

HOTS-AEP: Higher Order Thinking Skills from Elementary to Master Students in Environmental Learning

HOTS-AEP: Higher Order Thinking Skills from Elementary to Master Students in Environmental Learning

Developing leaders to tackle wicked problems at the nexus of food, energy, and water systems

Students “Tackle” Quantitative Literacy in their Science Communication with Real-World Football Activity

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