A Progressive Reading, Writing, and Artistic Module to Support Scientific Literacy

Scientific literacy, marked by the ability and willingness to engage with scientific information, is supported through a new genre of citizen science—course-based research in association with undergraduate laboratories. A three-phased progressive learning module was developed to enhance student enga...

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Autor principal:	Stephanie B. Stockwell
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2016
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/8f7d4382b9bb4216bf95336ce69e8180
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spelling	oai:doaj.org-article:8f7d4382b9bb4216bf95336ce69e81802021-11-15T15:16:53ZA Progressive Reading, Writing, and Artistic Module to Support Scientific Literacy10.1128/jmbe.v17i1.9901935-78851935-7877https://doaj.org/article/8f7d4382b9bb4216bf95336ce69e81802016-03-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v17i1.990https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Scientific literacy, marked by the ability and willingness to engage with scientific information, is supported through a new genre of citizen science—course-based research in association with undergraduate laboratories. A three-phased progressive learning module was developed to enhance student engagement in such contexts while supporting three learning outcomes: I) present an argument based on evidence, II) analyze science and scientists within a social context, and III) experience, reflect upon, and communicate the nature of scientific discovery. Phase I entails guided reading and reflection of citizen science–themed texts. In Phase II, students write, peer-review, and edit position and counterpoint papers inspired by the following prompt, “Nonscientists should do scientific research.” Phase III involves two creative assignments intended to communicate the true nature of science. Students work collaboratively to develop public service announcement–like poster campaigns to debunk a common misconception about the nature of science or scientists. Individually, they create a work of art to communicate a specific message about the raw experience of performing scientific research. Suggestions for implementation and modifications are provided. Strengths of the module include the development of transferable skills, temporal distribution of grading demands, minimal in-class time needed for implementation, and the inclusion of artistic projects to support affective learning domains. This citizen science–themed learning module is an excellent complement to laboratory coursework, as it serves to surprise, challenge, and inspire students while promoting disciplinary values.Stephanie B. StockwellAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 17, Iss 1, Pp 93-97 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Stephanie B. Stockwell A Progressive Reading, Writing, and Artistic Module to Support Scientific Literacy
description	Scientific literacy, marked by the ability and willingness to engage with scientific information, is supported through a new genre of citizen science—course-based research in association with undergraduate laboratories. A three-phased progressive learning module was developed to enhance student engagement in such contexts while supporting three learning outcomes: I) present an argument based on evidence, II) analyze science and scientists within a social context, and III) experience, reflect upon, and communicate the nature of scientific discovery. Phase I entails guided reading and reflection of citizen science–themed texts. In Phase II, students write, peer-review, and edit position and counterpoint papers inspired by the following prompt, “Nonscientists should do scientific research.” Phase III involves two creative assignments intended to communicate the true nature of science. Students work collaboratively to develop public service announcement–like poster campaigns to debunk a common misconception about the nature of science or scientists. Individually, they create a work of art to communicate a specific message about the raw experience of performing scientific research. Suggestions for implementation and modifications are provided. Strengths of the module include the development of transferable skills, temporal distribution of grading demands, minimal in-class time needed for implementation, and the inclusion of artistic projects to support affective learning domains. This citizen science–themed learning module is an excellent complement to laboratory coursework, as it serves to surprise, challenge, and inspire students while promoting disciplinary values.
format	article
author	Stephanie B. Stockwell
author_facet	Stephanie B. Stockwell
author_sort	Stephanie B. Stockwell
title	A Progressive Reading, Writing, and Artistic Module to Support Scientific Literacy
title_short	A Progressive Reading, Writing, and Artistic Module to Support Scientific Literacy
title_full	A Progressive Reading, Writing, and Artistic Module to Support Scientific Literacy
title_fullStr	A Progressive Reading, Writing, and Artistic Module to Support Scientific Literacy
title_full_unstemmed	A Progressive Reading, Writing, and Artistic Module to Support Scientific Literacy
title_sort	progressive reading, writing, and artistic module to support scientific literacy
publisher	American Society for Microbiology
publishDate	2016
url	https://doaj.org/article/8f7d4382b9bb4216bf95336ce69e8180
work_keys_str_mv	AT stephaniebstockwell aprogressivereadingwritingandartisticmoduletosupportscientificliteracy AT stephaniebstockwell progressivereadingwritingandartisticmoduletosupportscientificliteracy
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A Progressive Reading, Writing, and Artistic Module to Support Scientific Literacy

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