Teaching Science Students to Communicate: A Practical Guide

Description

This highly-readable book addresses how to teach effective communication in science. The first part of the book provides accessible context and theory about communicating science well, and is written by experts. The second part focuses on the practice of teaching communication in science, with ‘nuts and bolts’ lesson plans direct from the pens of practitioners. The book includes over 50 practice chapters, each focusing on one or more short teaching activities to target a specific aspect of communication, such as writing, speaking and listening. Implementing the activities is made easy with class run sheets, tips and tricks for instructors, signposts to related exercises and theory chapters, and further resources. Theory chapters help build instructor confidence and knowledge on the topic of communicating science. The teaching exercises can be used with science students at all levels of education in any discipline and curriculum – the only limitation is a wish to learn to communicate better! Targeted at science faculty members, this book aims to improve and enrich communication teaching within the science curriculum, so that science graduates can communicate better as professionals in their discipline and future workplace. Contents 1: An Introduction to Science Students and Communication in the Workplace 1.1 Why Do Science Graduates Need to Learn to Communicate? 1.2 Where Are Science Graduates Employed? 1.3 Communication As an Employability Literacy 1.4 Teaching Meaningful Communication in Science Programs 1.5 Using This Book in Your Teaching References Websites Part I: Theory Chapters 2: Rhetoric, Influence, and Persuasion 2.1 Aristotle´s Influence 2.2 The Rhetorical Situation 2.3 The Rhetorical Triangle (Appeals) 2.4 Linking Rhetoric to Your Science Teaching 2.5 Conclusion References 3: Good Science Communication Considers the Audience 3.1 The Importance of Audience 3.2 Three Types of Public Audiences 3.3 Interested, Appreciative Audience 3.4 Uninterested Audience 3.5 Skeptical or Polarized Audience 3.6 Communication Channel Should Match Audience Preferences 3.7 Focus on the Individual 3.8 Audience Level Needs to Match Communication Objective 3.9 Culture and World View 3.10 Equity and Inclusion 3.11 Checklist of Audience Considerations to Use in Teaching 3.12 Four Conclusions References 4: The Social Brain and the Neuroscience of Storytelling 4.1 Introduction 4.2 Stories from Our Deep Past 4.3 Neuroscience and Storytelling 4.4 Brain-Coupling in Storytelling 4.5 The Empathy Molecule 4.6 Using Storytelling in Teaching Science 4.7 An Experience to Test Storytelling 4.8 Conclusion References 5: Establishing Trust in Science Communication 5.1 What is trust? 5.2 ``Who´´ Is Communicating the Science? 5.2.1 Connection Between Communicator and Listener 5.3 ``What´´ Is Being Communicated? 5.3.1 Complexity and Uncertainty 5.3.2 The Scientific Method 5.3.3 Conflicting Results and Consensus 5.4 ``Why´´ Is the Scientific Information Being Communicated? 5.5 ``How´´ Is the Science Being Communicated? 5.5.1 Inclusive Science 5.5.2 Reflexive Science 5.6 Practical Takeaways for Communicating Science in a Way That Engenders Trust References Further Reading/Resources 6: Critical Appraisal and Evaluation of Information 6.1 Finding Information 6.2 Is Teaching Information Literacy the Answer? 6.3 Critical Evaluation of Information: A Better Fit for STEM 6.4 The Influencers of Information Literacy 6.4.1 Information Overload 6.4.2 Misinformation 6.5 What Does This Mean for Teaching Science Communication? 6.6 Conclusion References 7: Data Visualisation 7.1 What Makes a Good Data Visualisation? 7.2 Start with the User 7.3 Value for the Audience 7.4 Seeing Without Thinking 7.5 Designing with Visualisation Principles 7.6 Evaluating Visualisations 7.7 Summary References 8: Decision-Making Models for Scientists 8.1 Defining Decision-Making 8.2 Normative, Contested, and High-Stake Decision Making 8.3 Structured and Consensus-Oriented Versus Unstructured and Expert-Led Decision-Making 8.4 Decision-Making in Groups and Types of Participants 8.5 Top-Down or Autocratic Group Decision-Making 8.6 Bottom-Up or Participatory Group Decision-Making 8.7 Consensus Group Decision-Making 8.8 Assumptions That Underpin Science-Informed Decision-Making 8.9 The Cynefin Framework 8.10 Domain 1: Clear Contexts and Decision-Making 8.11 Domain 2: Complicated Contexts and Decision-Making 8.12 Domain 3: Complex Contexts and Decision-Making 8.13 Domain 4: Chaotic Contexts and Decision-Making 8.14 Wicked Problems That Require Transdisciplinary and Creative Decision-Making 8.15 Incorporating Decision-Making into Science Teaching 8.16 Useful Resources References Further Reading/Resources 9: Communicating Science in a Space of Conflict 9.1 The Difficulty with Communicating Science 9.2 Understanding the Process of Science: Learn by Doing 9.3 Understanding Through Listening: The Basis of Our Biases 9.4 Best Practices for Facilitation 9.5 Conclusion References Further Resources 10: The Truth Force Instinct: Misinformation and How to Respond 10.1 Introduction 10.2 The Problem of Misinformation 10.3 A Long History 10.4 Different Lenses 10.5 Why Do We Believe? 10.6 Why Do We Share? 10.7 What to Do About It 10.7.1 Diagnosing Whether to Respond 10.7.2 Strategic and Tactical Steps Forward 10.8 Conclusion References Further Reading/Resources 11: Communicating Risk and Uncertainty 11.1 Risk, Uncertainty, and Hazard 11.2 Assumptions, Goals, and Context 11.2.1 Assumptions 11.2.2 Goals 11.2.3 Context 11.3 Perspective Is Everything 11.4 Choosing Between Risks 11.5 Values and Tribalism 11.6 What Next? 11.7 Activities 11.7.1 Activity One 11.7.2 Activity Two References Further Reading/Resources Part II: Practice Engaging 12: The Five-Box Talk Structure 12.1 Learning Outcomes 12.2 Teaching Context 12.3 Overview of the Teaching Activity 12.4 Runsheet and Lesson Plan 12.5 Top Tips for New Instructors Further Reading/Exercises 13: Getting Students to Express an Opinion 13.1 Learning Outcomes 13.2 Teaching Context 13.3 Exercise 1: Giving an Impromptu Opinion in a Conversation (Susan Rowland´s Class) 13.3.1 Overview of the Teaching Activity 13.3.2 Runsheet and Lesson Plan 13.4 Top Tips for New Instructors 13.5 Exercise 2: Reflecting to Develop an Opinion (Katherine O´Brien´s Class) 13.5.1 Overview of the Teaching Activity 13.5.2 Runsheet and Lesson Plan 13.6 Top Tips for New Instructors 13.7 Exercise 3: Developing an Opinion on Published Science (Louise Kuchel´s Class) 13.7.1 Overview of the Teaching Activity 13.7.2 Runsheet and Lesson Plan 13.8 Top Tips for New Instructors References Website Links 14: Understanding Your Target Audience by Profiling a Typical Member 14.1 Learning Outcomes 14.2 Teaching Context 14.3 Overview of the Teaching Activity 14.4 Runsheet and Lesson Plan 14.5 Top Tips for New Instructors Website Link 15: Using Active Learning Techniques to Engage Audiences in Oral Presentations 15.1 Learning Outcomes 15.2 Teaching Context 15.3 Overview of the Teaching Activity 15.4 Runsheet and Lesson Plan 15.5 Top Tips for New Instructors References Further Reading/Exercises Website Links Part III: Practice Writing 16: Tackling Problem Writing Using Online Analysis Tools 16.1 Learning Outcomes 16.2 Teaching Context 16.3 Overview of the Teaching Activity 16.4 Runsheet and Lesson Plan 16.5 Top Tips for New Instructors References Further Reading/Exercises Website Links 17: Learning to Write from the Way You Read 17.1 Learning Outcomes 17.2 Teaching Context 17.3 Overview of the Teaching Activity 17.4 Runsheet and Lesson Plan 17.5 Top Tips for New Instructors References Further Reading/Exercises Website Links 18: Abstracts as Puzzles: A Teaching Tool for Research Summarization 18.1 Learning Outcomes 18.2 Teaching Context 18.3 Overview of the Teaching Activity 18.4 Runsheet and Lesson Plan 18.5 Top Tips For new Instructors References 19: Jargon and Audience Awareness: Improving Science Writing Using the De-Jargonizer and Readability Scores 19.1 Learning Outcomes 19.2 Teaching Context 19.3 Overview of the Teaching Activity 19.4 Runsheet and Lesson Plan 19.5 Top Tips for New Instructors A. Appendix Peer Review Guide for the Reviewer References Website Links and Resources Part IV: Practice Distilling 20: Statements of Critical Significance (SOCS) for Communicating Succinctly 20.1 Learning Outcomes 20.2 Teaching Context 20.3 Overview of the Teaching Activity 20.4 Runsheet and Lesson Plan 20.5 Top Tips for New Instructors References Website Links 21: An Infographic Is Worth a Thousand Words: Teaching Visual Communication in the Digital Age 21.1 Learning Outcomes 21.2 Teaching Context 21.3 Overview of the Teaching Activity 21.4 Runsheet and Lesson Plan 21.5 Top Tips for New Instructors References Website Links 22: Hooks and Headlines 22.1 Learning Outcomes 22.2 Teaching Context 22.3 Overview of the Teaching Activity 22.4 Runsheet and Lesson Plan 22.5 Top Tips for New Instructors Website Links Example Sites to Search for News Stories 23: Poetry as a Device to Distil Science 23.1 Learning Outcomes 23.2 Teaching Context 23.3 Overview of the Teaching Activity 23.4 Runsheet and Lesson Plan 23.5 Top Tips for New Instructors Further Reading Website Links 24: Put the Slides to One Side: Replacing Static Slides with a Prop 24.1 Learning Outcomes 24.2 Teaching Context 24.3 Overview of the Teaching Activity 24.4 Runsheet and Lesson Plan 24.5 Top Tips for New Instructors Website Link Part V: Practice Speaking 25: Usability Testing Your Writing: Using the Think Aloud Protocol to Get Constructive Reader Feedback 25.1 Learning Outcomes 25.2 Teaching Context 25.3 Overview of the Teaching Activity 25.4 Runsheet and Lesson Plan 25.5 Top Tips for New Instructors Website Links 26: Show and Speak with Compelling Graphs and Diagrams 26.1 Learning Outcomes 26.2 Teaching Context 26.3 Overview of the Teaching Activity 26.4 Runsheet and Lesson Plan 26.5 Top Tips for New Instructors Reference 27: Using Sentence Frames and Question Cards to Scaffold Discourse and Argumentation in Science 27.1 Learning Outcomes 27.2 Teaching Context 27.3 Overview of the Teaching Activity 27.4 Runsheet and Lesson Plan 27.5 Top Tips for New Instructors References Website Links 28: The Power Opening: How to Grab Your Audience at the Start of Your Talk 28.1 Learning Outcomes 28.2 Teaching Context 28.3 Overview of the Teaching Activity 28.4 Runsheet and Lesson Plan 28.5 Top Tips for New Instructors Reference 29: Physical Presence: How to Use Your Voice and Body to Be a More Dynamic Speaker 29.1 Learning Outcomes 29.2 Teaching Context 29.3 Overview of the Teaching Activity 29.4 Runsheet and Lesson Plan 29.5 Top Tips for New Instructors 30: Building Powerful Presentations Through Framing and a Call to Action 30.1 Learning Outcomes 30.2 Teaching Context 30.3 Overview of the Teaching Activity 30.4 Runsheet and Lesson Plan 30.5 Top Tips for New Instructors References Further Reading Website Links Part VI: Practice Listening 31: Mirror Mirror: Learning to Listen to Your Audience 31.1 Learning Outcomes 31.2 Teaching Context 31.3 Overview of the Teaching Activity 31.4 Runsheet and Lesson Plan 31.5 Top Tips for New Instructors Further Reading/Exercises Website Links 32: See It, Speak It, Draw It, and Learn to Communicate in Simple Language 32.1 Learning Outcomes 32.2 Teaching Context 32.3 Overview of the Teaching Activity 32.3.1 Version 1: See It, Speak It, Draw It 32.3.2 Version 2: See It, Write It, Build It 32.4 Runsheet and Lesson Plan 32.5 Top Tips for New Instructors Website Link 33: Understanding the Hidden Meanings of Words Using the Word-Association Game 33.1 Learning Outcomes 33.2 Teaching Context 33.3 Overview of the Teaching Activity 33.4 Runsheet and Lesson Plan 33.5 Top Tips for New Instructors Table 33.X: Example words with different science and lay meanings and associations Further Reading Website Link 34: Learning to Be Part of the Conversation Through Blogging and Blog Commenting 34.1 Learning Outcomes 34.2 Teaching Context 34.3 Overview of the Teaching Activity 34.4 Runsheet and Lesson Plan 34.5 Top Tips for New Instructors Further Reading/Exercises Website Links Part VII: Practice Investigating 35: Using a KLEWS Chart to Collect and Organize Information During Investigations 35.1 Learning Outcomes 35.2 Teaching Context 35.3 Overview of the Teaching Activity 35.4 Runsheet and Lesson Plan 35.5 Top Tips for New Instructors References Website Links 36: RADAR Framework for Evaluating Sources of Information 36.1 Learning Outcomes 36.2 Teaching Context 36.3 Overview of the Teaching Activity 36.4 Runsheet and Lesson Plan 36.5 Top Tips for New Instructors References Further Reading/Exercises 37: Forming an Effective Research Question 37.1 Learning Outcomes 37.2 Teaching Context 37.3 Overview of the Teaching Activity 37.4 Runsheet and Lesson Plan 37.5 Top Tips for New Instructors Website Link Part VIII: Practice Storytelling 38: The Hero, the Villain, the Goal, and the Resolution: Using Narrative Arcs to Improve Science Presentations 38.1 Learning Outcomes 38.2 Teaching Context 38.3 Overview of the Teaching Activity 38.4 Runsheet and Lesson Plan 38.5 Top Tips for New Instructors Website Links 39: A Practical Guide to Storytelling Frameworks 39.1 Learning Outcomes 39.2 Teaching Context 39.3 Overview of the Teaching Activity 39.4 Runsheet and Lesson Plan 39.5 Top Tips for New Instructors Website Links 40: The Five-Fact Story 40.1 Learning Outcomes 40.2 Teaching Context 40.3 Overview of the Teaching Activity 40.4 Runsheet and Lesson Plan 40.5 Top Tips for New Instructors Further Reading/Exercises Website Link 41: Using the Message Triangle to Distil Complex Research into a Story 41.1 Learning Outcomes 41.2 Teaching Context 41.3 Overview of the Teaching Activity 41.4 Runsheet and Lesson Plan 41.5 Top Tips for New Instructors Reference Website Links 42: One-Line Stories as Connections Between Slides 42.1 Learning Outcomes 42.2 Teaching Context 42.3 Overview of the Teaching Activity 42.4 Runsheet and Lesson Plan 42.5 Top Tips for New Instructors Website Links 43: Creating a Personal Narrative: Storytelling for Scientists 43.1 Learning Outcomes 43.2 Teaching Context 43.3 Overview of the Teaching Activity 43.4 Runsheet and Lesson Plan 43.5 Top Tips for New Instructors 44: Using Art and Reflection to Guide a Deep Dive into Science 44.1 Learning Outcomes 44.2 Teaching Context 44.3 Overview of the Teaching Activity 44.4 Runsheet Lesson Plan 44.5 Top Tips for New Instructors Website Links Part IX: Practice Communicating with Intent 45: So What? Writing an Impact Statement 45.1 Learning Outcomes 45.2 Teaching Context 45.3 Overview of the Teaching Activity 45.4 Runsheet and Lesson Plan 45.5 Top Tips for New Instructors References Website Link 46: The Communicate with Intent Framework 46.1 Learning Outcomes 46.2 Teaching Context 46.3 Overview of the Teaching Activity 46.4 Runsheet and Lesson Plan 46.5 Top Tips for New Instructors References Resources and Website Links 47: The Values Affirmation Exercise 47.1 Learning Outcomes 47.2 Teaching Context 47.3 Overview of the Teaching Activity 47.4 Runsheet and Lesson Plan 47.5 Top Tips for New Instructors Further Reading/Exercises 48: Identifying Personal Beliefs and Values Through Group Sense-Making 48.1 Learning Outcomes 48.2 Teaching Context 48.3 Overview of the Teaching Activity 48.4 Runsheet and Lesson Plan 48.5 Top Tips for New Instructors References 49: Finding Your Authentic Voice 49.1 Learning Outcomes 49.2 Teaching Context 49.3 Overview of the Teaching Activity 49.4 Runsheet and Lesson Plan 49.5 Top Tips for New Instructors Website Links Resources 50: Communicating for Inclusion: Using Powerful Images and Language to Support Diversity in Science 50.1 Learning Outcomes 50.2 Teaching Context 50.3 Overview of the Teaching Activity 50.4 Runsheet and Lesson Plan 50.5 Top Tips for New Instructors References Further Reading/Exercises Website Links Part X: Practice Genre 51: The Genre Switch Game: Tailoring for Audience and Format 51.1 Learning Outcomes 51.2 Teaching Context 51.3 Overview of the Teaching Activity 51.4 Runsheet and Lesson Plan 51.5 Top Tips for New Instructors Further Reading/Exercises Website Links 52: Creative Podcasting to Develop Content Knowledge and Communication Skills 52.1 Learning Outcomes 52.2 Teaching Context 52.3 Overview of the Teaching Activity 52.4 Runsheet & Lesson Plan 52.5 Top Tips for New Instructors References Further Reading/Exercises 53: A Step-by-Step Procedure for Developing and Testing an Effective Analogy 53.1 Learning Outcomes 53.2 Teaching Context 53.3 Overview of the Teaching Activity 53.4 Runsheet and Lesson Plan 53.5 Top Tips for New Instructors 54: The Conclusion: How to End a Scientific Report in Style 54.1 Learning Outcomes 54.2 Teaching Context 54.3 Overview of Learning Activity 54.4 Run Sheet and Lesson Plan 54.5 Top Tips for New Instructors Appendix 1: Tutorial Notes for Conclusion Activity Learning Outcomes Introduction About the Conclusion Section Linguistic Features of the Conclusion Section Writing the Conclusion Section Task: Analysing a Conclusion Section In Summary References Appendix 2: Quiz for Conclusion Activity References Part XI: Practice Joining the Conversation 55: Interactive Writing: Communicating with Your Audience Through Blogging 55.1 Learning Outcomes 55.2 Teaching Context 55.3 Overview of the Teaching Activity 55.4 Runsheet and Lesson Plan 55.5 Top Tips for New Instructors Website Links Example blogs: The role of blogging in science communication and employability: Lesson resources: University of Melbourne Science Communication social media accounts: 56: Exercises to Develop Active Listening and Meaningful Conversations 56.1 Learning Outcomes 56.2 Teaching Context 56.3 Overview of the Teaching Activity 56.4 Runsheet and Lesson Plan 56.5 Top Tips for New Instructors References Further Reading/Exercises Website Links 57: Active Listening: Learning Through Interviewing 57.1 Learning Outcomes 57.2 Teaching Context 57.3 Overview of the Teaching Activity 57.4 Runsheet and Lesson Plan 57.5 Top Tips for New Instructors Further Reading/Exercises Website Links 58: The Research Roleplay: Understanding the Process of Research and the Role of Research Stakeholders 58.1 Learning Outcomes 58.2 Teaching Context 58.3 Overview of the Teaching Activity 58.4 Runsheet and Lesson Plan 58.5 Top Tips for New Instructors Reference Website Links 59: Embracing Communication Failures with Joy: The Role of Emotional Safety 59.1 Learning Outcomes 59.2 Teaching Context 59.3 Overview of the Teaching Activity 59.4 Runsheet and Lesson Plan 59.5 Top Tips for New Instructors Appendix 1: The PLAY!-Model of Improvisation Reference Further Reading/Exercises Website Link Part XII: Practice Arguing and Organising 60: How to Construct Evidence-Based Arguments in Science 60.1 Learning Outcomes 60.2 Teaching Context 60.3 Overview of the Teaching Activity 60.4 Runsheet and Lesson Plan 60Ł 60.5 Top Tips for New Instructors Appendix A.1 Extension Activities A.2 Runsheet and Lesson Plan Top Tips for New Instructors Further Reading Website Links 61: Organising Your Communication Using Mind Maps 61.1 Learning Outcomes 61.2 Teaching Context 61.3 Overview of the Teaching Activity 61.4 Runsheet and Lesson Plan 61.5 Top Tips for New Instructors References Website Links 62: Facilitated Road Maps: Coaching Students to Embed Planning in Major Communication Projects 62.1 Learning Outcomes 62.2 Teaching Context 62.3 Overview of the Teaching Activity 62.4 Runsheet and Lesson Plan 62.5 Top Tips for New Instructors Appendix: Detailed Lesson Plan and Script for Facilitated Road Maps A.1 Detailed Lesson Plan and Script References Website Link Part XIII: Practice Working 63: Building Your Personal Pitch Using a Message Framework 63.1 Learning Outcomes 63.2 Teaching Context 63.3 Overview of the Teaching Activity 63.4 Runsheet and Lesson Plan 63.5 Top Tips for New Instructors Further Reading/Exercises Website Links 64: How to Be a Functional Team Member 64.1 Learning Outcomes 64.2 Teaching Context 64.3 Overview of the Teaching Activity 64.4 Runsheet and Lesson Plan 64.5 Top Tips for New Instructors References Further Reading/Exercises Website Links 65: Making Note-Taking Memorable 65.1 Learning Outcomes 65.2 Teaching Context 65.3 Overview of the Teaching Activity 65.4 Runsheet and Lesson Plan 65.5 Top Tips for New Instructors References Additional Reading Website Links 66: My Favourite No: How to Critique the Reasoning of Others 66.1 Learning Outcomes 66.2 Teaching Context 66.3 Overview of the Teaching Activity 66.4 Runsheet and Lesson Plan 66.5 Top Tips for New Instructors Reference Website Link 67: Understanding and Articulating Your Employability as a Science Graduate 67.1 Learning Outcomes 67.2 Teaching Context 67.3 Overview of the Teaching Activity 67.4 Runsheet and Lesson Plan 67.5 Top Tips for New Instructors References Website Links 68: How to Conduct Elicitation Interviews with Clients 68.1 Learning Outcomes 68.2 Teaching Context 68.3 Overview of the Teaching Activity 68.4 Runsheet and Lesson Plan 68.5 Top Tips for New Instructors Appendix 1: Interview Preparation Task Sheet Appendix 2: Example Interview Grading Rubric Index