Inquiry in Oral Communication: Adapting Oral Examinations for Teaching Introductory Physiology Students to Evaluate Scientific Research Studies

Autor/inn/en	St. James, Andrew R.; Campbell, Darlene
Titel	Inquiry in Oral Communication: Adapting Oral Examinations for Teaching Introductory Physiology Students to Evaluate Scientific Research Studies
Quelle	In: Advances in Physiology Education, 44 (2020) 2, S.192-202 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
DOI	10.1152/advan.00087.2019
Schlagwörter	Oral Language; Physiology; STEM Education; Biology; Feedback (Response); College Students; Communication Skills; Verbal Tests; Intervention; Student Attitudes; New York + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Physiologie; STEM; Biologie; Collegestudent; Kommunikationsstil; Mündliche Prüfung; Schülerverhalten
Abstract	Generating an increasingly skilled and numerous workforces of science, technology, engineering, and mathematics (STEM) professionals is a national priority. Central to this goal is improving the ability of STEM graduates to apply scientific inquiry within oral communication, a necessary skill for STEM professionals. In this case study of an introductory biology course, we observed that providing explanatory feedback to students responding to inquiry-based questions in an oral examination suggests improvements in students' abilities to critically analyze results, draw conclusions, and discuss the broader implications of data. We found students struggled with generating hypotheses and constraining discussions of scientific limitation and broader implications. We show that low-performing students especially benefit from the feedback intervention. The findings of this study are applicable to college and university instructors who are looking to incorporate methods for teaching students to use scientific inquiry effectively during oral communication, particularly those with access to teaching assistants. (As Provided).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01