Making sense with posters in biological science education

Hay, Iain; Thomas, Susan M.

doi:10.1080/00219266.1999.9655668

Cited by 10 publications

(6 citation statements)

References 16 publications

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“…However, although, the biosecurity posterone of the key instruments through which scientific ideas are concisely communicated (Hay and Thomas 1999), emotionally engaged young people, data shows that their concerns were largely focussed on the well-being of the girl in the poster (see Table 1, 'Child is the focus of the worry' category) and as a result young people failed to get the biosecurity message in the poster. This concern for the girl was also seen in the responses to face-to-face interviews where all young people but one (student 6) alluded towards concern for the girl in the poster (see Table 2, interview data).…”

Section: Discussionmentioning

confidence: 99%

Engaging young people in science education through socioscientific issues of biosecurity

Ram

2019

Kōtuitui: New Zealand Journal of Social Sciences Online

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The biosecurity system is extremely important to New Zealand because the economy is based largely on exporting products derived from primary industry practices. Recent developments in trade practices such as online trade have put the biosecurity system in New Zealand under further strain. In light of this, engaging young people to support biosecurity initiatives is crucial. A qualitative approach using the interpretive mode of inquiry was used to investigate the message young people got out of biosecurity educational material in the public. One hundred and seventy-one young people completed a questionnaire that consisted of Likert-scale type questions and open-ended questions that focused on getting young people's understanding of biosecurity related educational material. The findings show that young people emotionally connected with the biosecurity educational material, but were unable to get the biosecurity message. Building prior knowledge about biosecurity through teaching and learning is recommended.

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Section: Discussionmentioning

confidence: 99%

Engaging young people in science education through socioscientific issues of biosecurity

Ram

2019

Kōtuitui: New Zealand Journal of Social Sciences Online

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“…One option for assessment of active learning is using poster presentations. Hay and Thomas (1999) found that posters are used relatively infrequently in undergraduate programmes, but there seems to have been an increase in use recently. Benefits of poster assessment in undergraduate teaching mentioned in scientific literature are: stimulating learning, allowing for creativity, promoting skills of gathering, selecting, condensing and organising information, supporting visual learners (Hay & Miller, 1992;Howard, 2015;Jarvis & Cain, 2003;Kneale, 1996;Walker, 2005).…”

Section: Assessmentmentioning

confidence: 99%

Learning by doing: enhancing hydrology lectures with individual fieldwork projects

Loon

2019

Journal of Geography in Higher Education

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Hydrology teaching deals with processes happening outside the classroom, which calls for active-learning methods to complement lectures. In a geography undergraduate course, new teaching methods and assessment were designed, in which students investigated a river of their choice by completing homework tasks and presenting their results on a poster. During a 3-year implementation process, the changes were evaluated using a combination of formal and informal student and lecturer feedback. Students mentioned that they enjoyed doing the project and that it helped their understanding of theory, their research skills, and their ability to select, organise and present information. Questionnaire results showed that, over the implementation period, students' perceived value of homework increased strongly, while their perceived value of lectures remained high. In informal feedback, students noted that they enjoyed learning about where they live, preferred doing the projects individually and seeing each other's projects, and spent more time on the coursework when assessed. When looking back in interviews, students commented that the projects had prepared them well for their dissertation and summer job. The advantage of using homework-based projects complementing lectures is the strong link between theory and practice, which could be further enhanced by discussing the homework in the lectures.

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“…Students understand concepts in detailed with posters (Huddle, 2000;Mulnix & Penhale, 1997). Posters improved students' discussion and communication skills (Billington, 1997;Bracher Centrell & Wilkie, 1998;Hay & Thomas, 1999;Hunter, 1997;Mulnix & Penhale, 1997). Also, poster presentation makes learning environment more fun (Dunstan & Bassinger, 1997).…”

Section: Students Understanding Of the Erosion And Landslidementioning

confidence: 99%

The Effect of Enriched Learning Environments on the Conceptual Understanding of Students: “The Erosion and Landslide”

Çoruhlu¹,

Bilgin²,

Nas³

2016

Journal of Education and Training Studies

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Making sense with posters in biological science education

Cited by 10 publications

References 16 publications

Engaging young people in science education through socioscientific issues of biosecurity

Engaging young people in science education through socioscientific issues of biosecurity

Learning by doing: enhancing hydrology lectures with individual fieldwork projects

The Effect of Enriched Learning Environments on the Conceptual Understanding of Students: “The Erosion and Landslide”

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