University of South Florida (USF) M3 Publishing
Abstract
Advancement of scientific knowledge is dependent on effective communication. It requires engineers and scientists to engage in well-grounded argumentation to establish and justify their claims. Educators must move beyond assignments that simply summarize or replicate established findings and begin to engage students in argumentation. This study had undergraduate students work in teams to identify topics for further scientific inquiry. They were tasked with making pitches as a tool for recruiting other students to their teams. It was realized that the engineering and computer science students involved with this project had not yet developed sufficient argumentation skills, which led a team of interdisciplinary faculty and researchers to leverage expertise from literacy education. The students participated in three intervention workshops for them to identify, evaluate, and eventually engage in scientific argumentation. This paper discusses notable observed changes in students’ argumentation skills and their increased confidence in other areas of scientific literacy resulting from these interventions.
DOI
https://www.doi.org/10.5038/9781955833127
Recommended Citation
Miller, S. M., Siebert, C. F., Wiggins, L., & Wright, K. L. (2024). Preparing effective STEM communicators through focused interventions. In W. B. James, C. Cobanoglu, & M. Cavusoglu (Eds.), Advances in global education and research (Vol. 5, pp. 1–9). USF M3 Publishing. https://www.doi.org/10.5038/9781955833127
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
