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Collaborative Posters Develop Students' Ability to Communicate about Undervalued Scientific Resources to
Teresa J Mayfield1, Jeffrey T Olimpo2, Kevin W Floyd2
1Biodiversity Collections, The University of Texas at El Paso, El Paso, TX 79968.
Journal of Microbiology & Biology Education
|June 16, 2018
Summary
This study shows that using biological collections in biology courses helps students understand research and communicate science effectively. Informational posters created by students are a successful tool for public outreach.
Area of Science:
- Organismal biology
- Science communication
- Higher education
Background:
- Scientists require public engagement skills, but formal training is often lacking.
- Public support is crucial for undervalued scientific resources like biological collections.
- Effective science communication is vital for maintaining research funding and public trust.
Purpose of the Study:
- To enhance students' skills in accessing and interpreting primary research.
- To improve students' ability to communicate the value of scientific resources to non-experts.
- To assess the effectiveness of using biological collections in an inquiry-driven course.
Main Methods:
- An inquiry-driven organismal biology laboratory course was developed.
- Cooperative learning activities centered on biological collections were implemented.
- Students collaboratively created research-focused informational posters.
Main Results:
- Students demonstrated improved comprehension of primary research articles.
- Students effectively communicated the importance of biological collections to a non-scientific audience.
- Informational posters proved to be an effective communication tool.
Conclusions:
- Integrating biological collections into coursework enhances scientific literacy and communication skills.
- Collaborative poster creation is a viable method for science outreach.
- The pedagogical approach can be adapted for various scientific disciplines and educational settings.