Teaching Science Students to Communicate: A Practical Guide

✍ Scribed by Susan Rowland, Louise Kuchel

• Publisher: Springer
• Year: 2023
• Tongue: English
• Leaves: 525
• Edition: 1
• Category: Library

✦ Synopsis

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.

✦ Table of Contents

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 5.3What´´ 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? 5.5How´´ 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