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Related Experiment Videos

Encouraging science reading beyond the curriculum.

W R Lamberson1, M F Smith

  • 1Division of Animal Sciences, University of Missouri, Columbia, 65211, USA. lambersonw@missouri.edu

Journal of Animal Science
|July 19, 2005
PubMed
Summary
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Students engaged with popular science books for extra credit in genetics and reproductive physiology courses. While this initiative satisfied educational objectives, it did not significantly improve long-term knowledge retention.

Area of Science:

  • Genetics
  • Reproductive Physiology
  • Science Education

Background:

  • Undergraduate genetics and reproductive physiology courses often cover complex topics.
  • Connecting classroom concepts to real-world applications enhances student understanding.
  • Popular science literature can bridge the gap between academic knowledge and societal issues.

Purpose of the Study:

  • To encourage students to read supplemental popular science books.
  • To reinforce genetics and reproductive physiology concepts through real-world examples.
  • To prepare students for informed public discourse on biological advancements.

Main Methods:

  • Students in genetics and reproductive physiology courses were offered extra credit for reading selected popular science books.

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  • To earn credit, students discussed book content with the instructor, focusing on critical thinking.
  • Participation rates and student satisfaction were recorded, and knowledge retention was assessed via reexamination.

    • Main Results:

    • Student participation in the reading program varied, with a notable increase in the second year.
    • Post-course reexamination showed no significant difference in scores between students who participated and those who did not.
    • Student evaluations indicated high satisfaction with the reading assignments.

    Conclusions:

    • The popular science reading assignment successfully encouraged supplemental reading in genetics and reproductive physiology.
    • The project met its objective of engaging students with scientific literature beyond the curriculum.
    • While direct impact on knowledge retention was not demonstrated, student engagement and satisfaction were high.