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Improving Writing Skills Through Scripting a Science Podcast for Non-Expert Audiences
Journal of College Science Teaching—July/August 2023 (Volume 52, Issue 6)
By Carolina Sotério and Salete Linhares Queiroz
In this article, we describe and analyze the experience of undergraduate chemistry students who scripted episodes of a science podcast for non-expert audiences. This practice aimed to improve public communication of science and technology, often suppressed throughout science careers but relevant for developing critical thinking. In particular, the script analysis focused on writing strategies used by students to promote suitability to the target audience. In this process, the students were responsible for searching for themes, scripting, and submitting episodes to a local radio station to record and broadcast. We compare feedback from students, experts, and listeners, showing an influence of current issues; a prevalence of interlocution, colloquialism, and apposition as language features; an awareness of using jargon; and a suitability to non-experts.
In this article, we describe and analyze the experience of undergraduate chemistry students who scripted episodes of a science podcast for non-expert audiences. This practice aimed to improve public communication of science and technology, often suppressed throughout science careers but relevant for developing critical thinking. In particular, the script analysis focused on writing strategies used by students to promote suitability to the target audience.
In this article, we describe and analyze the experience of undergraduate chemistry students who scripted episodes of a science podcast for non-expert audiences. This practice aimed to improve public communication of science and technology, often suppressed throughout science careers but relevant for developing critical thinking. In particular, the script analysis focused on writing strategies used by students to promote suitability to the target audience.
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Big Books Have a Big Impact on Elementary Science Education
Journal of College Science Teaching—July/August 2023 (Volume 52, Issue 6)
By Rachel Hallett-Njuguna
Preservice elementary teachers are faced with the daunting task of learning enough about every subject to support their students’ development of foundational ideas. Teacher preparation programs and professional development providers therefore have the challenge of supporting those preservice and in-service teachers by providing content and methods courses in all core subject areas. These initiatives often put an emphasis on math and reading rather than science, as these subjects are tested most often and serve as the gatekeepers to other content. Infusing a literacy component into a science course for preservice and in-service teachers allows for connections to be made across content areas and supports the initiatives in reading teachers are expected to implement. This article discusses how the Big Book Project provides an opportunity to infuse literacy content, as preservice and in-service teachers in science for educators courses apply their knowledge of literacy to demonstrate their understanding of science concepts in a way that will be palatable to students in their K–5 classrooms.
Preservice elementary teachers are faced with the daunting task of learning enough about every subject to support their students’ development of foundational ideas. Teacher preparation programs and professional development providers therefore have the challenge of supporting those preservice and in-service teachers by providing content and methods courses in all core subject areas. These initiatives often put an emphasis on math and reading rather than science, as these subjects are tested most often and serve as the gatekeepers to other content.
Preservice elementary teachers are faced with the daunting task of learning enough about every subject to support their students’ development of foundational ideas. Teacher preparation programs and professional development providers therefore have the challenge of supporting those preservice and in-service teachers by providing content and methods courses in all core subject areas. These initiatives often put an emphasis on math and reading rather than science, as these subjects are tested most often and serve as the gatekeepers to other content.
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Exploring Peer Learning Assistants’ Impact on Student Performance and Perceptions in an Undergraduate Biology Course
Journal of College Science Teaching—July/August 2023 (Volume 52, Issue 6)
By Brittney A. Ferrari, Jonathan A. Dees, Norris A. Armstrong, and Julie M. Kittleson
To transition introductory college science courses from large, passive lectures to more student-centered learning environments, additional instructional support is needed. Peer learning assistants (PLAs) can support that transformation by engaging students in interactive discourse and collaborative learning during class activities. PLAs are trained to use several pedagogical strategies while interacting with students to facilitate learning. In this study, we investigated the impact of PLAs on student learning in an introductory biology course by comparing student performance on exam questions that aligned with two types of class activities: clicker questions and open-response group activities. We also conducted a survey about student perceptions of PLAs that focused on three themes: PLA practices, student trust in PLAs, and student value of PLAs. We found that students performed significantly better on exam questions that aligned with open-response group activities rather than clicker questions. Students found their interactions with PLAs helpful for learning and valued having PLAs in class. Furthermore, students agreed that PLAs used a variety of strategies to assist their learning. We offer several implications for PLA pedagogy training and considerations for classroom activities in which PLAs may provide the most benefit to student learning.
To transition introductory college science courses from large, passive lectures to more student-centered learning environments, additional instructional support is needed. Peer learning assistants (PLAs) can support that transformation by engaging students in interactive discourse and collaborative learning during class activities. PLAs are trained to use several pedagogical strategies while interacting with students to facilitate learning.
To transition introductory college science courses from large, passive lectures to more student-centered learning environments, additional instructional support is needed. Peer learning assistants (PLAs) can support that transformation by engaging students in interactive discourse and collaborative learning during class activities. PLAs are trained to use several pedagogical strategies while interacting with students to facilitate learning.
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Transitioning from Partial to Total Understanding
Using Visual Data to Help Students Understand Eclipses
Science Scope—July/August 2023 (Volume 46, Issue 6)
By Jesse Wilcox, Carly Troyna, William Lange, Katharyn Gray, and Cassidy Leadley
scope on the skies
Star Struck!
Science Scope—July/August 2023 (Volume 46, Issue 6)
By Bob Riddle
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The 2023 and 2024 Solar Eclipse Double-Header
The Perfect Opportunity to Highlight Three-Dimensional Science Learning
interdisciplinary ideas
What, Graphing Can Be Fun and Engaging This Year?!
(Data Literacy 101)
Science Scope—July/August 2023 (Volume 46, Issue 6)
By Kristin Hunter-Thomson
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Making the Most of the Upcoming Solar Eclipse Double-Header October 14, 2023, and April 8, 2024
citizen science
Megamovie 2024: A Project to Eclipse All Others
Science Scope—July/August 2023 (Volume 46, Issue 6)
By Jill Nugent
commentary
Preparing for the Great American Eclipse of 2024
Science Scope—July/August 2023 (Volume 46, Issue 6)
By Kurtz Miller