A Mixed-Methods Study of a Poster Presentation Activity, Students' Science Identity, and Science Communication Self-Efficacy under Remote Teaching Conditions

Autor/inn/en	Leone, E. Austin; French, Donald P.
Titel	A Mixed-Methods Study of a Poster Presentation Activity, Students' Science Identity, and Science Communication Self-Efficacy under Remote Teaching Conditions
Quelle	In: Journal of Microbiology & Biology Education, 23 (2022) 1, (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-7877
Schlagwörter	Visual Aids; Public Speaking; Self Concept; Self Efficacy; Web Based Instruction; Undergraduate Students; Student Research; Student Experience; Science Education; Electronic Learning + Suchen Sie Ihr Suchwort? Anschauungsmaterial; Vortrag; Selbstkonzept; Self-efficacy; Selbstwirksamkeit; Web Based Training; Studentenforschung; Studienerfahrung; Naturwissenschaftliche Bildung
Abstract	Disseminating and communicating scientific findings is an acknowledged part of the research experience, but few science programs include explicit undergraduate curricula for practicing oral science communication. Course-based undergraduate research experiences (CUREs) can provide opportunities for students to practice science communication, but few studies describe or assess authentic oral science communication activities within CUREs, and none do so under hybrid conditions. The existing literature lacks substantial evidence for how science communication activities impact students' science identity and science communication self-efficacy, specifically regarding research posters. To address this, we collected students' quantitative and qualitative perceptions of science identity and science communication self-efficacy in a hybrid CURE and collected students' qualitative perceptions of presenting their research remotely at a virtual poster symposium. We found that students' science identity and science communication self-efficacy improved significantly, as well as benefits and complaints about presenting research virtually, namely, reduced stress, a more comfortable atmosphere, but a murkier communication channel. Our results should prove valuable to educators interested in improving students' science identity and science communication self-efficacy, especially when limited to a virtual or hybrid format, as affective factors strongly impact students' persistence in science. (As Provided).
Anmerkungen	American Society for Microbiology. 1752 N Street NW, Washington, DC 20036. Tel: 202-737-3600; e-mail: journals@asmusa.org; Web site: https://journals.asm.org/journal/jmbe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01