PDF(Pubmed)
Abstract：
Being able to communicate scientifically is an important skill for students graduating with a science degree. Skills used in future graduate school and careers for science majors include oral and written communication, as well as science literacy and being able to create figures to display information. There is a consensus that these skills should be taught throughout an undergraduate science curriculum; however, many instructors have cited insufficient time to cover skills and develop materials to effectively incorporate these skills, especially into lower-level content-focused courses. Here, we present an active curriculum that can easily be incorporated into any content-focused undergraduate Cell Biology course. The curriculum is designed around scientific literature that engages students in a multitude of active learning activities to develop different types of scientific communication skills. This curriculum not only develops student skills and self-efficacy in scientific communication, it also engages them in course content and stimulates their interest in research. While making changes to a course to include scientific communication can be difficult, making small changes, such as addition of this curriculum to an already-existing content-focused course, could make a big difference in the skills and attitudes of early undergraduate science students.
摘要：
能够进行科学交流是获得科学学位的学生的一项重要技能。在未来的研究生院和科学专业的职业生涯中使用的技能包括口头和书面沟通，以及科学素养和能够创建数字来显示信息。人们一致认为，应该在整个本科科学课程中教授这些技能；然而，许多教师指出，没有足够的时间来涵盖技能和开发材料来有效地融入这些技能，特别是低层次的内容为重点的课程。这里,我们提出了一个积极的课程，可以很容易地纳入任何内容为重点的本科细胞生物学课程。该课程围绕科学文献设计，使学生参与多种主动学习活动，以培养不同类型的科学交流技能。该课程不仅培养了学生在科学交流中的技能和自我效能感，它还使他们参与课程内容，并激发他们对研究的兴趣。虽然对课程进行更改以包括科学交流可能很困难，做一些小的改变，例如将该课程添加到已经存在的以内容为重点的课程中，可能会对早期本科理科学生的技能和态度产生重大影响。
