Use of a Linked-Course Model to Teach Scientific Writing to First-Year Undergraduates

Autor/inn/en	Lampert, Evan; Pearson, J. Stephen
Titel	Use of a Linked-Course Model to Teach Scientific Writing to First-Year Undergraduates
Quelle	In: Journal of College Science Teaching, 50 (2021) 4, S.58-66 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Interdisciplinary Approach; Writing Instruction; Teaching Methods; Science Instruction; Technical Writing; Freshman Composition; College Freshmen; Introductory Courses; Biology; Text Structure; Writing Evaluation; Self Efficacy + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Technical documentation; Technische Dokumentation; Studienanfänger; Einführungskurs; Biologie; Textstruktur; Self-efficacy; Selbstwirksamkeit
Abstract	The ability to read and compose original scientific literature is critical to educating informed citizens, yet may be severely lacking in undergraduate curricula. We developed a linked course offering in fall 2017 consisting of a 16-student group taking an introductory biology course paired with a first-year composition course. The composition course focused specifically on scientific literature composed in the Introduction, Methods, Results, and Discussion (IMRaD) structure. In the composition course, instruction focused on helping students conceptualize and compose proposals, poster presentations, and manuscripts based on their lab activities. We surveyed for prior experience with scientific literature and self-reported reading and writing confidence. Participants in the linked courses showed an improvement in self-reported ability and confidence in writing compared to a control group that did not participate. We assembled a rubric assessing correct IMRaD structure and used it to assess composition before and after the linked courses. Adherence to IMRaD improved significantly for the Methods section. Our experiences indicate that learning communities can be useful pedagogies to provide students with confidence and learning gains that facilitate use of information and communication. (As Provided).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01