SCIENTIFIC MINI-CHATS: CONNECTING STUDENTS TO SCIENTISTS IN THE CLASSROOM

Area of Science:

• Undergraduate Biology Education
• Science Communication
• Pedagogical Innovation

Background:

• Undergraduate science curricula often lack direct engagement with primary literature and practicing scientists.
• Developing skills in scientific literacy and understanding scientific careers is crucial for biology students.
• Traditional teaching methods may not fully prepare students for the realities of scientific research and careers.

Purpose of the Study:

• To evaluate the effectiveness of a scientific mini-chat lesson for undergraduate biology students.
• To enhance students' ability to interpret primary literature and understand the scientific process.
• To facilitate student reflection on the perception of scientists and explore career pathways.

Main Methods:

• Implementation of a scientific mini-chat lesson involving primary literature analysis and guest scientist interactions.
• Students read scientific articles, researched guest experts, and prepared questions.
• Video conferences were held with guest scientists, followed by student reflections.
• Pre- and post-course surveys assessed student confidence and learning outcomes.

Main Results:

• Mini-chats significantly increased student confidence in reading primary literature.
• Students demonstrated improved understanding of the scientific process and career pathways.
• The program facilitated connections between students and scientists from diverse backgrounds.
• Positive impact on self-learning and confidence in exploring scientific information.

Conclusions:

• Scientific mini-chats are effective tools for enriching undergraduate biology courses.
• The intervention enhances critical scientific skills and career awareness.
• This pedagogical approach fosters greater student engagement and confidence in science.
• Mini-chats promote independent learning and a realistic perception of scientific careers.