Infographics and Iterative Peer/Near-Peer Review as Tools to Improve Chemistry Communication Skills with General Audiences
Infographics and Iterative Peer/Near-Peer Review as Tools to Improve Chemistry Communication Skills with General Audiences
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信息图表和迭代同行/近同行评审作为提高与普通受众的化学沟通技巧的工具
DOI：
10.1021/acs.jchemed.3c00044
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发表时间：
2023
影响因子：
3
通讯作者：
Robinson, Jerome R.
中科院分区：
文献类型：
--
作者：
Woodside, Audra J.;Weber, Peter M.;Williard, Paul G.;Morton, Charles I.;Colvin, Vicki L.;Robinson, Jerome R.
对于化学和STEM学生来说，向专家和非专家受众交流科学概念的能力是一项基本技能。目前的化学课程主要侧重于培养向专家受众传达技术信息的技能，而向普通受众传达同样的信息的关注要少得多。虽然许多举措都在努力缩小这一差距，但许多举措都存在后勤或财务障碍，使它们很难融入大型课堂环境。在这里，我们提出了一项任务，重点是提高高级学生(即研究生和高级本科生)使用信息图表向一般受众传达当前有机金属化学研究(即技术信息)的能力。我们的作业以独特的迭代反馈模式为特色，将教师、同行和近同行(普通观众)小组结合在一起，为学生提供多种机会来完善他们的沟通技能。学生对高级本科生/研究生(信息图表创作者和同行评价者)和一年级非主修本科生(近同行评价者和普通观众)的匿名自我评估表明，作业导致(I)增加了对沟通技能的信心(高级本科生/研究生)，(Ii)扩大了对日常生活中高等化学的理解(两者)，以及(Iii)对不同受众(两者)科学交流的重要性的认识增加。讨论了对学生结果的反思以及对教师的建议和考虑。
The ability to communicate scientific concepts to expert and nonexpert audiences is an essential skill for chemistry and STEM students. Current chemistry curricula mainly focus on developing skills to communicate technical information to expert audiences, while relaying the same information to general audiences receives much less attention. Although numerous initiatives work to close this gap, many have logistical or financial barriers that make them difficult to integrate in a large classroom setting. Herein, we present an assignment focused on improving advanced students’ (i.e., graduate and advanced undergraduate students) ability to communicate current organometallic chemistry research (i.e., technical information) to a general audience using infographics. Our assignment features a unique, iterative feedback model incorporating instructor, peer, and near-peer (general audience) groups to provide students with multiple opportunities to refine their communication skills. Anonymous student self-assessments of advanced undergraduate/graduate students (infographic creators and peer reviewers) and first year, non-major undergraduate students (near-peer reviewers and general audience) indicate that the assignment led to (i) increased confidence in communication skills (advanced undergraduate/graduate students), (ii) a broadened understanding of advanced chemistry in everyday life (both), and (iii) increased recognition for the importance of scientific communication to different audiences (both). Reflections on student outcomes as well as recommendations and considerations for instructors are discussed.
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成功技能：以学生为中心、以化学为基础、培养技能、开放式项目工作
影响因子：
3
作者：
J. Burnham
通讯作者：
J. Burnham
为免疫学教学制作动画信息图表的经济有效的方法†
影响因子：
1.9
作者：
M. Bellei;P. Welch;Sally Pryor;N. Ketheesan
通讯作者：
N. Ketheesan
影响因子：
3
作者：
Moy, Cheryl L.;Locke, Jonas R.;McNeil, Anne J.
通讯作者：
McNeil, Anne J.
通过创建信息图表将有机化学概念与现实世界联系起来
影响因子：
3
作者：
Devki B. Kothari;Ariana O. Hall;Carol Ann Castañeda;A. McNeil
通讯作者：
A. McNeil
本地及时的课堂项目促进学生参与非专业课程：北卡罗来纳州博览会上的有机化学
DOI：
--
发表时间：
2020
期刊：
影响因子：
--
作者：
Lucie S. Ciccone;M. Gallardo
通讯作者：
M. Gallardo