Science communication courses are becoming increasingly more popular in universities across the United States and several other countries -- particularly tailored courses for specific disciplines (i.e. science communication for clinical sciences, professional writing for veterinarians, science and medical writing, communication skills for engineering students, writing in the health professions, etc.). This requires collaboration and integration of concepts and teaching methods between communication- and science-related disciplines to create these integrated, focused courses.
This paper presents an examination of schema theory, mental modeling, concept mapping, and other information processing theories that have been used to teach communication, mathematics, and science information. The author explores how teachers from these different disciplines organize and present content-specific information to help facilitate learning and memory in students.
Integrating teaching strategies from different disciplines may help for presenting science communication information. The paper also provides a few ideas on how science communication instructors might incorporate different teaching strategies from communication-, mathematics-, and science-related disciplines.
|Keywords:||Science Communication, Schema, Information Processing, Teaching, Writing|
Ph.D. Student and Instructor, Department of Journalism and Technical Communication, Colorado State University, Fort Collins, Colorado, USA
Professor, Department of Journalism and Technical Communication, Colorado State University, Fort Collins, Colorado, USA
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