Impact of Secondary Students’ Content Knowledge on Their Communication Skills in Science

Kulgemeyer, Christoph

doi:10.1007/s10763-016-9762-6

Cited by 19 publications

(15 citation statements)

References 37 publications

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“…Kulgemeyer and Schecker (2013) examined how students communicate science in the limited context of older secondary students communicating physics phenomena to younger students. In another study, Kulgemeyer (2018) went further by testing older secondary students on audience-oriented SciComm best practices and found that those with more SciComm experience, or more developed baseline skills, were better at discerning an audience's needs for particular Sci-Comm content than students who had less experience with SciComm but were quite knowledgeable about the content. Other studies related to students and SciComm have measured application of SciComm knowledge with closed-response quiz questions (Wack et al, 2021), perceptions and confidence in communicating science (Brownell et al, 2013a), the value of SciComm (Edmondston et al, 2010a), and perceptions of SciComm skills (Yeoman et al, 2011); but they have not assessed how students demonstrate SciComm skills.…”

Section: Baseline Skillsmentioning

confidence: 99%

Establishing a baseline of science communication skills in an undergraduate environmental science course

et al. 2021

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Background Seminal reports, based on recommendations by educators, scientists, and in collaboration with students, have called for undergraduate curricula to engage students in some of the same practices as scientists—one of which is communicating science with a general, non-scientific audience (SciComm). Unfortunately, very little research has focused on helping students develop these skills. An important early step in creating effective and efficient curricula is understanding what baseline skills students have prior to instruction. Here, we used the Essential Elements for Effective Science Communication (EEES) framework to survey the SciComm skills of students in an environmental science course in which they had little SciComm training. Results Our analyses revealed that, despite not being given the framework, students included several of the 13 elements, especially those which were explicitly asked for in the assignment instructions. Students commonly targeted broad audiences composed of interested adults, aimed to increase the knowledge and awareness of their audience, and planned and executed remote projects using print on social media. Additionally, students demonstrated flexibility in their skills by slightly differing their choices depending on the context of the assignment, such as creating more engaging content than they had planned for. Conclusions The students exhibited several key baseline skills, even though they had minimal training on the best practices of SciComm; however, more support is required to help students become better communicators, and more work in different contexts may be beneficial to acquire additional perspectives on SciComm skills among a variety of science students. The few elements that were not well highlighted in the students’ projects may not have been as intuitive to novice communicators. Thus, we provide recommendations for how educators can help their undergraduate science students develop valuable, prescribed SciComm skills. Some of these recommendations include helping students determine the right audience for their communication project, providing opportunities for students to try multiple media types, determining the type of language that is appropriate for the audience, and encouraging students to aim for a mix of communication objectives. With this guidance, educators can better prepare their students to become a more open and communicative generation of scientists and citizens.

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Section: Baseline Skillsmentioning

confidence: 99%

Establishing a baseline of science communication skills in an undergraduate environmental science course

et al. 2021

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“…Ces recommandations rejoignent les préoccupations des autorités éducatives au Canada, comme en Australie, aux États-Unis ou en Angleterre (Kulgemeyer & Schecker, 2013;Mercer-Mapstone & Kuchel, 2015). Alors que les disciplines comme la biologie, la chimie ou les mathématiques mettent généralement l'accent sur l'appropriation de la connaissance technique (Bjorklund & Colbeck, 2001;Brownell et al, 2013;Cleveland & Reinsvold, 2017), l'étude de Kulgemeyer (2018) démontre que la maitrise du contenu notionnel (content knowledge) ne suffit pas à réaliser une communication orale en science de qualité. Dans leur étude sur la perception de la communication orale en science d'étudiants en biotechnologie, Edmondston et al (2010) rapportent que ces étudiants obtiennent leur diplôme sans vraiment comprendre ce que représente la COS, sa fonction ni sa pertinence.…”

Section: Problématiqueunclassified

“…Les auteurs définissent le SEP normes et contenu par le sentiment de réussir une COS en s'exprimant clairement, en mesurant sa voix, sa diction, en observant les normes discursives propres à la communication en sciences et en présentant de façon juste et précise le contenu scientifique qui sous-tend la communication, alors que le SEP sens du spectacle réfère au sentiment de susciter l'intérêt de son auditoire en étant dynamique, conscient de sa communication gestuelle et par la capacité du locuteur d'adapter son discours au public visé. Ces deux aspects du SEP apparaissent tous deux essentiels pour développer la compétence en COS, alors que la « base» de la communication en science repose sur le contenu et que l'adaptation du discours en fonction de l'auditoire est nécessaire pour bien se faire comprendre (Kulgemeyer, 2018).…”

Section: Problématiqueunclassified

“…Cette perception semble s'accorder avec une représentation traditionnelle de la science: le contenu discursif est fondamental et le sens du spectacle lui serait subordonné. Kulgemeyer (2018) arrive au même constat alors que des étudiants (fin du secondaire) inscrits à des cours de physique présentaient une bonne maitrise du contenu notionnel (content knowledge) mais possédaient toutefois de faibles aptitudes de communication. Kulgemeyer rappelle que la « maitrise du contenu notionnel est assurément un mauvais prédicteur de l'habileté à communiquer» (Kulgemeyer, 2018, p. 105, traduction libre) et que les étudiants devraient en être conscients.…”

Section: Relation Entre Les Deux Aspects Du Sep éMergeant Des Entretiens Et Du Modèle Pacosunclassified

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Respecter les normes et posséder un sens du spectacle en communication orale en sciences: les deux aspects du sentiment d’efficacité personnelle d’étudiants postsecondaires en sciences

Langlois

Cormier

Marec

2021

Can. J. Sci. Math. Techn. Educ.

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“…It is quite clear that a physics teacher considering teaching concept as only talking and writing something on board cannot appeal to 21 st century students. For instance, in Germany, communication is one of the four competence areas which generate the national education principles for biology, physics and chemistry departments [4]. Erasing students' prejudices if they have any specifically on areas which are abstract and hard to understand and keeping students active through motivating them during classes necessitate communication with students of the age and getting to know them better.…”

Section: Introductionmentioning

confidence: 99%

Opinions of teacher candidates upon the use of effective communication skills when teaching sciences

Çıldır

2019

SHS Web Conf.

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While teaching sciences which takes up a huge place in today's technological world, effective communication among teachers and students is especially required in order to increase the enthusiasm of students about sciences. The study is aimed to support teacher candidates in acquiring effective interaction abilities, which are some of the 21st century foreground skills, and foster them to make use of these abilities in the process of teaching sciences. The research has been conducted in accordance with qualitative research techniques which include observation and semi- structured interviewing techniques. 17 teacher candidates have taken part in the research as volunteers. The result of the observations made show that these teacher candidates have used oral communication in the activities mostly. The subject of hand and facial movements (mimics) and drama technique in teaching have drawn attention of teacher candidates heavily. According to the results of interviews made, it can be deducted that it is an important improvement for them to learn effective listening is also a medium for communication. At the end of the research, the teacher candidates have been observed to have found a chance to get to know themselves in the use of communication skills; therefore, it has been detected these people have been using some of the communication channels without realizing it, whether they are positive or negative, in their relations with friends, family members, school life and so on. The realization of teacher candidates upon the importance of communication skills in education and turning their ideas into skills through their knowledge in the issue reveal the fact that this study has fulfilled its aims.

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Impact of Secondary Students’ Content Knowledge on Their Communication Skills in Science

Cited by 19 publications

References 37 publications

Establishing a baseline of science communication skills in an undergraduate environmental science course

Establishing a baseline of science communication skills in an undergraduate environmental science course

Respecter les normes et posséder un sens du spectacle en communication orale en sciences: les deux aspects du sentiment d’efficacité personnelle d’étudiants postsecondaires en sciences

Opinions of teacher candidates upon the use of effective communication skills when teaching sciences

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