学生作为科学沟通者:使用播客创作和通过协作自民族学反思来发展学生的科学沟通技能
Nicole C Kelp1, Georgina Concha Paredes2, Lauren Ea2
1Department of Microbiology, Immunology, and Pathology, Colorado State University, Fort Collins, Colorado, USA.
Journal of microbiology & biology education
|February 10, 2026
概括
这项研究通过播客创作和自动民族学培训了科学传播的本科科学学生. 学生学会了应用沟通策略,并成长为科学家和沟通者.
科学领域:
- 科学沟通培训科学沟通培训
- 学士学位科学教育教育.
- 生物学和微生物学教育教育
背景情况:
- 本科科学学生需要在科学传播方面的培训,以实现个人和专业的发展.
- 播客是科学传播和教育的宝贵媒介.
- 有限的研究存在于科学播客制作对学生播客制作人的影响.
研究的目的:
- 为本科科学学生提供一个课程,开发科学播客.
- 调查如何制作科学播客影响学生播客的发展.
- 探索战略性和包容性的科学传播原则的应用.
主要方法:
- 学生们创建了关于生物学和微生物学主题的科学播客 (例如,进化和抗生素耐药性).
- 学生参与了协作式的自我民族学,以反思他们的发展.
- 专题分析用于重点小组和学生反思.
主要成果:
- 学生成功地应用了基于证据的科学传播策略.
- 学生们表现出了作为科学家和科学传播者的成长.
- 关于在播客创作过程中反射实践和技能发展的关键主题出现了.
结论:
- 该课程有效地培养本科科学学生的反射科学沟通实践.
- 播客创作和自动民族学是培养科学传播者的宝贵教学工具.
- 这些发现为希望加强学生科学交流培训的教育工作者提供了见解.
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