Using Collaboration between English and Biology to Teach Scientific Writing and Communication

Autor/inn/en	Colton, Jared Sterling; Surasinghe, Thilina Dilan
Titel	Using Collaboration between English and Biology to Teach Scientific Writing and Communication
Quelle	In: Journal of College Science Teaching, 44 (2014) 2, S. 31-39 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Forschungsbericht; English; Biology; Scientific Methodology; Technical Writing; Communication Skills; Science Education; Interdisciplinary Approach; Unified Studies Curriculum; Content Area Writing; Student Research; Teaching Methods; Course Descriptions; Writing Assignments; Grammar; Participant Satisfaction; Communication Strategies; Educational Practices; Educational Strategies; Cooperative Programs; Cooperative Learning; College Students + Suchen Sie Ihr Suchwort? English language; Englisch; Biologie; Technical documentation; Technische Dokumentation; Kommunikationsstil; Naturwissenschaftliche Bildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Kombinationsstudiengang; Schriftliche Übung; Studentenforschung; Teaching method; Lehrmethode; Unterrichtsmethode; Kursstrukturplan; Grammatik; Kommunikationsstrategie; Bildungspraxis; Lehrstrategie; Kooperatives Lernen; Collegestudent
Abstract	Writing has an important role in science education and practice. Emphasizing the interdisciplinary collaboration between English rhetoric studies and biology, seemingly disparate disciplines, we describe a model for a scientific writing and communication course. The goals of the course were to prepare students for science-oriented careers, as well as for professional and graduate schools, by teaching the various conventions of science communication and writing. Toward these aims we assigned a research proposal, the major assignment of the course, patterned after the National Science Foundation's Graduate Student Research Fellowship application. For this assignment we encouraged students to research topics in their preferred fields. They continued engaging their chosen topics of interest through other innovative assignments, which spanned multiple communication genres: a rhetorical analysis, a popular science article, a science poster analysis, and other related projects. We incorporated a peer-review element into each assignment to emphasize revision and collaborative learning. The students acknowledged our collaboration and the course as beneficial to their academic and future professional careers. (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10