Learning to Improvise, Not Criticize: Using Improvisation Techniques to Enhance Students' Ability to Engage in Civil Discourse about Science

Autor/inn/en	Baker, Carrie N.; Parrella, J. A.; Norris, S. L.; Leggette, H. R.; Walther, D.
Titel	Learning to Improvise, Not Criticize: Using Improvisation Techniques to Enhance Students' Ability to Engage in Civil Discourse about Science
Quelle	In: Communication Teacher, 36 (2022) 4, S.269-274 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baker, Carrie N.) ORCID (Parrella, J. A.) ORCID (Norris, S. L.) ORCID (Leggette, H. R.) ORCID (Walther, D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-4622
DOI	10.1080/17404622.2021.1988668
Schlagwörter	Leitfaden; Unterricht; Lehrer; Science Education; Persuasive Discourse; Communication Skills; Communication (Thought Transfer); Discussion; Learning Activities; Controversial Issues (Course Content); Agriculture; Role Playing; Agricultural Education; Student Educational Objectives + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Naturwissenschaftliche Bildung; Persuasion; Persuasive Kommunikation; Kommunikationsstil; Communication; thought; Kommunikation; Gedanke; Diskussion; Lernaktivität; Controversial issues; Kontroverse; Landwirtschaft; Rollenspiel; Agriculture; Education; Landwirtschaftliche Ausbildung; Ausbildung
Abstract	The polarizing nature of many science-based topics often causes people to engage in a hostile manner with those who have differing perspectives. As the next generation of scientists and industry professionals, students studying in science-based disciplines must understand the value of civil discourse. Additionally, they need the skills necessary to engage civilly with individuals whose beliefs differ from theirs as one way to improve relations between the science community and lay audiences. Civil discourse challenges students to apply best practices of science communication in impromptu discussion, think critically about alternate perspectives, and empathize with the experience of others. The classroom activity builds upon improvisation techniques which enable students to define civil discourse, articulate the importance of civil discourse in science communication, and use civil discourse techniques when engaging in difficult conversations about science. Courses: Science communication courses across course levels to improve students' ability to engage in civil discourse when discussing controversial science topics. Objectives: This activity aims to teach students to: (1) define civil discourse; (2) articulate the importance of civil discourse in science communication; and (3) use civil discourse techniques when engaging in difficult conversations about science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01