Scientific Communication Skills Research Articles

Comparative skills to communicate science students using group investigation learning model genuine object and non genuine objects in science subject

Along with the times, humans are required to master the skills of communication, collaboration, critical thinking, and creativity. Communication skills become one of the important skills that must be mastered by someone. In this case the world of education plays a role in being able to train students to have communication skills. One of them is by applying the Group Investigation learning model assisted by Genuine Object, because with direct learning supported by real object media, students will easily make observations, and communicate everything they get. The objectives of this study are: 1) Knowing the difference in students' science communication skills with the Genuine Object and Non-Genuine Group Investigation learning models The sample used was grade VII student of SMP Negeri 2 Ponorogo. Data used collecteddescriptive analysis were analyzed through descriptively quantitative and inferential statistics. The results showed that students 'science communication skills using Genuine Object Assisted Group Investigation learning models had an average value of 65.7 while students' communication communication skills using Group Investigation Non Genuine Objects had average values an average of 41.6. Communication skills of students using the Group Investigation learning model assisted by Genuine Object are better than Non Genuine Object. Based on the one tailed t test, the value obtained is - 3,27748. Based on the results of the study it can be concluded that the learning model of Group Investigation assisted by Genuine Object can improve students' science communication skills.

Honing science communication skills for policy careers

Honing science communication skills for policy careers

Connecting Chemistry to Social Justice in a Seminar Course for Chemistry Majors

Undergraduate chemistry majors should be encouraged to consider chemistry-based solutions to issues that impact their daily lives as well as the lives of poor and marginalized populations worldwide. Some issues that disproportionately influence historically disadvantaged populations are also directly related to or could be impacted by chemistry. This idea of addressing social justice with chemistry is not often addressed in chemistry curricula but has recently gained importance with students and instructors. In response to this challenge and need, a seminar course was developed to assist chemistry majors in connecting chemistry concepts to social justice issues. The seminar course aimed at teaching scientific research and communication skills but thematically added social justice concepts while focusing on chemistry advances that relate to, for example, environmental racism, forensic chemistry, opioid addiction, women’s health, and food disparities. Students in this course demonstrated an understanding of recent chemistry research while also expressing compelling connections to social justice challenges.

STEP Forward: Combining Formal and Informal Education to Develop Communication Skills that Augment Postdoctoral Training

STEP Forward is a partnership between two established programs that train postdoctoral fellows in science communication: one that focuses on formal communication within college classrooms, and another that focuses on informal science communication at Pacific Science Center, a science museum. By combining these programs, postdoctoral fellows developed broad and more cohesive science communication skills. Here, we describe the components of STEP Forward and report the participants’ experiences as captured by open-ended responses from surveys administered before, during, and after their training at the museum. We use content analysis to examine their perceptions of what they gained from the program. Participants indicated that they eagerly took part in public events at Pacific Science Center, gained confidence in speaking with the general public, and valued the opportunity to bring their scientific research to a broader audience. Collectively, these results indicate that STEP Forward has a positive impact on the postdocs, especially given that the postdoctoral stage is one at which scholars begin to explore different careers and skill sets. We conclude that the program is beneficial, noting that while it is currently novel, it is also a replicable and feasible model for holistic postdoctoral training and science outreach.

Hierarchical approach to artificial intelligence

There are three promising directions of artificial intelligence in the 21st century: focused solutions, i.e. solutions used only in a specific field; artificial intelligence of the general direction – a neural computer capable of performing any intellectual action typical for a man or a society and development of artificial superintelligence with scientific creativity, wisdom and communication skills. This paper is aimed at considering a hierarchical approach to the application of artificial intelligence. It is assumed that the hierarchical approach will allow more accurately choosing the required type of solution when dealing with any automation task.

The contribution of local wisdom integrated science learning model to the students’ scientific communication skill on ecology learning

Science learning can be integrated with local culture in the form of learning models. This study aimed to analyze the contribution of the local wisdom integrated science (LWIS) learning model in practicing scientific communication skills of prospective science teachers in Ecology learning. This study used a quasi-experimental of posttest only control design and purposive sampling technique from prospective science teachers at Trunojoyo University, Madura. The research instrument was a test of scientific communication skills, observations of the implementation of the LWIS learning model, questionnaire and interview responses of prospective science teachers to ecological learning using the LWIS learning model. Data analysis techniques used the t-test significance level of 5%. The results showed that (1) there were differences in the scientific communication skills of prospective science teachers after using the LWIS learning model of significance of 0.014 control class by 88.03% (high), (3) implementation of the LWIS learning model obtained an average value of 100% (very good), and (4) the response of prospective science teachers obtained an average value of 89.40% (very good) for the experimental class and the prospective science teacher said that the learning model was new, easy to use, developed scientific communication skills. Thus it can be concluded that the LWIS learning model contributes positively in training the scientific communication skills of prospective science teachers in Ecology learning.

Increasing Critical Thinking Skills and Communication Skills in Science: Blended Learning Project

<p>This study aims to obtain an overview of improving students' critical thinking skills and communication skills whose learning activities use integrated blended learning of local wisdom. Learning activities are carried out by modifying blended learning stages, namely at the seeking information stage. The research subjects were 109 students of the 2<sup>nd</sup> semester of science education study program. The research was conducted using a quasi-experimental method with a pretest-posttest design. The instrument used was a multiple-choice test using an assessment rubric and an observation sheet. The research data were analyzed using multivariate analysis. The results showed that the improvement of students' critical thinking and communication skills with blended learning (treatment class) was more significant than students whose blended learning was not integrated with local wisdom.</p><p><strong> </strong></p><p><strong>Keywords</strong>: blended learning, local wisdom, critical thinking skills, communication skills</p>

Analysis of Scientific Communication Skills by Using Big Books in Elementary Schools

Scientific communication skills involve various components including prediction, question, presentation and hypothesis. The purpose of this research is to analysis scientific communication skills in elementary schools. The media used is the big book. This research uses descriptive quantitative research method. The research subjects are 32 students of SDN 130 Pekanbaru. Analysis of student scientific communication skills using observation and interview sheets. Student and teacher activities through observation sheets. Research results student scientific communication skills with predictive, questioning and presentation components using the big book have a very good average score. The average student activity during the learning process of 78.11 in the good category, in line with the teacher's activity, which was good with an average of 81.25.

Analizing Elementary School Teacher’s Understanding (ESTU) in Scientific Communication skills (SCs)

The purpose of this research is to analyse the understanding of science communication on elementary school teacher. This research method is descriptive quantitative. The research subjects are 30 elementary school teachers from 6 elementary schools FKIP Riau University Partners. The results showed that the understanding of elementary school teachers about science communication on the aspect of predicting 12 teachers are in the very good category, on the aspect of questioning 18 teachers are in the very good category, and in the aspect of presentations 10 teachers are in the very good category. Based on these results, it can be concluded that the SCs skills of teachers are already in the very good category.

417TF Climate Change and Human Health for the Practicing Clinician

In 2016, the American College of Physicians (ACP) published a position paper that identified tackling climate change as an opportunity to dramatically improve human health. It states that physicians should support efforts to mitigate and adapt to the effects of climate change and engage the public, their colleagues, community, and lawmakers about the health risks posed by climate change. However, many medical students and physicians feel that they have minimal understanding of the linkages between climate change and human health. A 2013 survey found that 34-40% of each year’s graduating medical students between 2009-2013 believed that their instruction in environmental health was inadequate. This curriculum aims to address this educational gap by leading all graduating 4th year medical students in a planetary health module. 1) Explain how shifts in climate, natural resources, technology, economy and demography may affect the provision of health care in the future; 2) Apply critical appraisal and science communication skills to describe climate health risks; 3) Apply systems thinking and multidisciplinary perspectives to develop strategies to promote health service sustainability; 4) Advocate for planetary health values in physicians groups and national conversation. All 4th year medical students graduating from the University of Rochester take a month-long course called “Successful Interning.” The planetary health module will be held as part of this course. Students will have prerequisite reading to complete before starting the course. There will be a 1-hour Power Point lecture outlining the basic principles behind climate change and the link to human health. Following this, the students will gather in small groups based on the region they will be in for their residency for a 2-hour workshop. Faculty mediators will facilitate discussion on how each region will be affected by climate change, assist students in outlining exposure pathways, and help students discover what their specialty should expect in terms of patient experience and health effects stemming from these changes. At the end of the workshop, each group will briefly present the following: How the region they are practicing, and their patients will be affected by climate change, and a strategy for climate adaptation/mitigation. Course evaluation will be conducted by pre- and post-course REDCap surveys determining self-perceived knowledge. At the end of their intern year, students will be emailed a follow-up survey asking how relevant they feel the course content is to their current practice. Due to changes in course scheduling related to COVID-19, this course could not be carried out as planned. A one-hour lecture on planetary health for the practicing clinician was substituted, with the intent to return to the original full-length format next spring. The goal of this curriculum is to provide future physicians with the background and skills to tackle climate change in order to improve human health and avoid dire environmental consequences. Participants will learn strategies for climate adaptation and mitigation specific to their region and future practice population.

Flipped Science Fair: Engaging Middle-School Students in STEM while Training Researchers in Science Communication.

The Flipped Science Fair (FSF) transforms the traditional science fair format by having middle-school students judge the research of early career scientists. At the FSF, students learn about cutting-edge research in a small group setting, with opportunities to ask questions and participate in hands-on demonstrations. By placing the students in the role of the "judge," the event gives students the opportunity to engage with scientists interactively and with authority. The FSF also provides science communication training for the presenting scientists. Leading up to the event, the presenters attend three workshops focused on distilling their research message to a middle-school level. The FSF effectively promoted science engagement by middle school students who expressed increased interest in science after the event. Moreover, presenters reported an improvement in their science communication skills to a broad audience and increased confidence during public speaking. Our partnership with Pathways to Science, Yale's coordinated STEM outreach infrastructure, enables us to measure the FSF's effectiveness long term, since the Pathways program tracks student trajectories through their college education. The success of the FSF led to the organization of satellite and virtual events, which provided more opportunities for public engagement and gave presenters additional chances to share their research.

Cooperative Learning Model of Group Investigation Type on Students' Critical Thinking Skill and Scientific Communication Skills

This research aims to find out the influence of the application of the group investigation cooperative learning model on critical thinking skills and the scientific communication skills of students. True Experimental Design in the form of Posttest-Only Control Design is a research design applied to this research. Analysis of the data obtained showed that the correlation coefficient value of the critical thinking skills test data was r = 0.672. The results of the t-test analysis showed that t-count = 5.671 and t-table = 2.042, which means that there is an influence on the application of the cooperative learning type group investigation model in the experimental class as seen from the coefficient of determination (KD) of 33%. The value of the correlation coefficient in the analysis of students' scientific communication skills data is r = 0.9. The value obtained from the calculation of the t-test is t = 3,576 and t table = 3,182 which means that there is an influence on students' scientific communication skills after the implementation of the cooperative learning model group investigation type. The coefficient of determination of students' scientific communication skills is 81%. The conclusion that can be drawn from the research that has been carried out is that there is an influence on the ability to think critically and the scientific communication skills of students after the implementation of the cooperative learning model group investigation type in the learning process.

Improving Students’ Oral Scientific Communication Skills through Targeted Instruction in Organic Chemistry Lab

A two-year targeted intervention designed to improve students’ oral communication skills in an organic chemistry laboratory course is described. The study compares the oral communication skills of ...

From the Chief Executive and IFST News

From the Chief Executive and <scp>IFST</scp> News

PENGARUH PENDEKATAN TERPADU (INTEGRATED APPROACH) DAN BERPIKIR KREATIF TERHADAP KEMAMPUAN KOMUNIKASI ILMIAH PESERTA DIDIK

The purpose of this study is to see the effect of an integrated approach and creative thinking on the scientific communication skills of students of class VIII of SMP Negeri 1 Bumi Agung Way Kanan Lampung. The expected benefits of this study are to get creative thinking and have scientific communication skills for students in learning. This research is quantitative with Quasi Experimental type research with 2 x 2 factorial design using Posttest Control Only Group Design research. The results obtained include: The value of scientific communication shows the influence of an integrated approach to the scientific communication skills of students. The results of scientific communication of students who are given action show better than the results of scientific communication of students who are not given action. Through an integrated approach learners are&#x0D; &#x0D; motivated and enthusiastic about learning. Creative thinking abilities possessed by students can not reflect the ability of scientific communication they have. High or low creative thinking skills possessed by students can not be a determinant or benchmark of written scientific communication skills possessed by students. The scientific communication skills of students are influenced by internal and external factors of students. Both of these affect the results of scientific communication written by students. Thus concluded learning with an integrated approach can affect students' scientific communication skills, there is no influence of creative thinking on students' scientific communication skills, and there is no interaction between integrated approaches and creative thinking on students' written scientific communication skills.

An Upper-Level Biology Course Designed to Develop Science Communication in STEM Majors by Examining the Biotechnology Industry

Many undergraduate students pursuing life science majors are not aware of job options outside of medicine and academic research, because many departments stress these as the only primary career pathways. In addition, biology students often do not have many opportunities to develop their science communication and presentation skills due to the rigorous course requirements inherent in these fields that would make them more competitive for careers in biotechnology. We developed a course using diverse pedagogies designed to introduce students to new careers in biotechnology, to help them understand the role of ethics in the drug development pipeline, and to incorporate more communication assignments, such as student presentations and journal-club-style paper discussions to more effectively prepare them for many STEM-based career possibilities. By the end of the course, students had broader knowledge of previously unknown science careers, had improved their scientific communication skills, and reported a greater understanding of course material as a result of the science communication assignments.

Influence of the use of technology through problem based learning and Inkuiri models are leading to scientific communication students class VII

Problem Based Learning (PBL) and guided inquiry learning model develops intellectual ability as part of mental process. The purpose of this research is to know the difference of scientific communication ability between students who learn to use PBL model and guided inquiry, and to know whether there is influence the use of technology through PBL model and guided inquiry model to student scientific communication. The experimental research was conducted in 2 schools (SMP &amp; MTs) Grobogan District. Examples consisted of 10 classes with 6 PBL model learning models, 4 guided inquiry model and 1 control class. The sample size is 352 students. Instruments using student worksheets and student research reports. The analysis used a one way variance with a significance level of 5% supported by students' skill and classical completeness. The results show the PBL model by giving the video at the beginning of learning gives the biggest influence with the average 83.615. The conclusion of this research is the better model of PBL in terms of individual capability, guided inquiry model better in terms of classical mastery. Improving scientific communication skills more effectively using PBL by providing video at the beginning of learning, followed by guided inquiry model with scientific reasoning. scientific communication skills more effectively using PBL with early video-giving activities and guided inquiry models with scientific reasoning.

Pengaruh Model Pembelajaran Inkuiri Terbimbing Terhadap Kemampuan Komunikasi Ilmiah dan Hasil Belajar Fisika Siswa SMA

The purpose of this study is to examine the effect of guided inquiry learning models on the ability of scientific communication and physics learning outcomes of class X students at SMAN 1 Gambiran, Banyuwangi. This research is a quasi-experimental research conducted by posttest-only design. The research sample is students of Class X Science 1 as an experimental class and students of Class X Science 2 as a control class with each class having 34 students. The experimental class received treatment in the form of physics learning using the guided inquiry learning model while the control class used the learning model commonly used by teachers at the school. Research data obtained through observation and tests. The data analysis technique used is the t test which was previously tested by data normality. The data obtained shows that the average scientific communication ability of students in the experimental class is greater than the control class, namely 74.5 and 68.2, respectively. The average student learning outcomes in the experimental class were also greater than the control class, namely 69.7 and 58.8, respectively. Statistical test results show that there are differences in scientific communication skills and learning outcomes between experimental class students and control class students so that it can be concluded that the guided inquiry learning model influences the scientific communication skills and physics learning outcomes of high school students.

Scientific Communication Skills Profile of Prospective Science Teachers Based on Sociocultural Aspects

One of the essential skills for future science teacher candidates is scientific communication, while the background of sociocultural aspects influences communication which must have a scientific basis. This research aims to analyse the scientific communication skills of prospective science teacher based on sociocultural aspects. Quantitative survey research methods applied in this research, using a questionnaire as a data collection tool. The population in this research were students of natural science education programs at one of the state universities in Semarang, Central Java, Indonesia, while the samples are 87 students. The results of this study indicate that the sociocultural aspects of students vary with the characteristics of the area of origin, regional languages, different languages, regional cultures, and different social attitudes. The sociocultural aspects are specified in two levels, which are Zone of Proximal Development (ZPD) and More Knowledgeable Other (MKO). At the ZPD level, 67% of the students are in the intermediate criteria and 33% in the advanced criteria. While at the MKO level, the criteria are intermediate and advanced, with percentages almost equal to 49% and 51%, respectively. It was concluded that the profile of scientific communication skills of prospective science teacher based on sociocultural aspects was in the intermediate and advanced criteria. Students are indicated to experience “vernacular misconceptions” related to the sociocultural aspects of the use of various languages used in daily communication and writing. The frequency is dominated by the use of regional languages that are not relevant to scientific languages. Further research needs to be carried out on the identification of scientific misconceptions related to sociocultural aspects.

Scientific Work of Pre-Service Science Teacher in Basic Physics Practicum: Analysis of Major Background with Scientific Work Capabilities

Basic Physics Practicum is a course taken by the pre-service science teacher of Tarbiyah Faculty of IAIN Kudus. Pre-service science teachers are required to carry out scientific work in the practicum. Scientific work includes scientific attitudes, scientific communication, and scientific process skills. The problem in this research is how the level of scientific work of pre-service science teachers who have different fields of study background in high school. The purpose of this study is to determine the level of scientific work of pre-service science teachers who have different fields of study background in high school. The research method used is a quantitative descriptive method in which research data are obtained through instruments in the form of questionnaire sheets and observation sheets. Based on the results of the study note that the ability to work scientifically which includes scientific attitudes, scientific communication, and scientific process skills possessed by a pre-service science teacherwith non-natural science backgrounds is lower than with the natural science ones. These results provide input to the lecturer team to revise the practicum draft that has been prepared so that it is more effective in improving the scientific workability, especially for pre-service science teachers with non-natural backgrounds.