Using Experiential Learning to Help Undergraduates Understand the Science of Science Communication
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| Title: | Using Experiential Learning to Help Undergraduates Understand the Science of Science Communication |
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| Language: | English |
| Authors: | Quisto Settle, Holli Seitz |
| Source: | NACTA Journal. 2025 69:238-246. |
| Availability: | North American Colleges and Teachers of Agriculture. 1014 6th Avenue, Huntington, WV 25701. Tel: 208-957-7001; e-mail: support@nacta.org; Web site: https://nactateachers.org/ |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Experiential Learning, Undergraduate Students, Communication (Thought Transfer), Communication Skills, Sciences, Scientific Research, Scientific Literacy, Writing Assignments, Self Efficacy, Instructional Effectiveness, Student Attitudes, Scientific Attitudes, Writing Achievement |
| ISSN: | 0149-4910 |
| Abstract: | Experiential learning is a high-impact practice in education, but there are few examples of how to implement experiential learning in the undergraduate communication classroom to advance skills in science communication and expose students to scientific research. This project consisted of two implementations of an experiential learning module at two universities. These modules were embedded in existing courses and included activities such as conducting interviews with scientists and developing science communication messaging. Students completed written reflections, science writing samples, and science attitudes and beliefs questionnaires as a part of the project. Although results showed no changes in students' writing ability, there were increases in their science literacy self-efficacy and deference to scientific authority. Additionally, reflections showed that students were learning about the scientific process. These findings suggest that this module is a viable learning activity that can be incorporated into existing courses to expose students to scientific research and build communication skills. For future implementations of similar projects, it is recommended that the project contained in this module be the major project of the course as opposed to one of several projects in the course. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1486614 |
| Database: | ERIC |
| Abstract: | Experiential learning is a high-impact practice in education, but there are few examples of how to implement experiential learning in the undergraduate communication classroom to advance skills in science communication and expose students to scientific research. This project consisted of two implementations of an experiential learning module at two universities. These modules were embedded in existing courses and included activities such as conducting interviews with scientists and developing science communication messaging. Students completed written reflections, science writing samples, and science attitudes and beliefs questionnaires as a part of the project. Although results showed no changes in students' writing ability, there were increases in their science literacy self-efficacy and deference to scientific authority. Additionally, reflections showed that students were learning about the scientific process. These findings suggest that this module is a viable learning activity that can be incorporated into existing courses to expose students to scientific research and build communication skills. For future implementations of similar projects, it is recommended that the project contained in this module be the major project of the course as opposed to one of several projects in the course. |
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| ISSN: | 0149-4910 |
