communicating scientific research effectively to a broad...
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Communicating Scientific Research Effectively to a Broad AudienceChem 691 Graduate SeminarOctober 11, 2011
Hannah SevianAssociate ProfessorChemistry DepartmentUniversity of Massachusetts Boston
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DisclaimerThis workshop is based on work supported by National Science Foundation (NSF) awards DGE-0231638 and DGE-0538445. The work continued to be supported by the NSF as part of the author’s independent research and development plan while employed by the NSF. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the NSF.
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Problem• How can you tell when a presentation of scientific
research is good?• How can you tell when it is poor?
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Workshop objectives• To be able to recognize aspects of science
presentations• To be able to assess the quality of various aspects of
a scientific presentation• To understand the general nature of what can be
improved in a scientific presentation• To pinpoint specific ways to improve explaining
science to a general audience
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Agenda• Where did this rubric come from?• Norm rubric usage with TED videos• Some results from TED videos (submitted by graduate
students in Arizona earlier this year)• Findings from research study that produced the rubric• Try it: Use the rubric to hone a scientific explanation
• Form groups of 3 people• One person presents an “elevator speech” about his/her
research project, and the other two use the rubric to offer feedback
• Debrief
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A more complete view of the problem
• Efforts by scientists to communicate the nature and results of scientific research are hindered by lack of training and emphasis on scientific communication to a general audience
• Federal agencies have begun to place increased emphasis on scientists ensuring “broader impacts” of their research
• A significant first step toward having broader impacts is understanding how to explain science effectively to a general audience
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The research questions• How do science graduate students improve in their
ability to explain their own research to a general audience of non-scientists?1. What are the components of an
effective scientific explanation?2. Can the quality of an individual
component be measured?3. How do the components
contribute to the effectivenessof the explanation?
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Method of the study• We asked science graduate students impromptu to,
“explain your own research to an audience of non-scientists in 3 to 5 minutes,” and we videotaped the presentations
• Explanations prior to involvement in an NSF GK12 program and again after one year
• Participants included 32 graduate students over 4 years, representing diverse cultural backgrounds and various stages of M.S. and Ph.D. programs in science departments
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Grounded theory for model development• Theory developed inductively from body of data
• Process of comparative orientation
• Resulting theory at least fits one data set perfectly (contrast: first principles theories)
• Quality of a theory evaluated by process by which it is constructed (contrast: ability to explain new data)
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The rubricRuns parallel to what we know about effective science teaching –that it requires three kinds of knowledge:
1. Science content knowledge
2. Pedagogical knowledge
3. Integration of content and pedagogy in the service of a clear explanation
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1. Science content knowledgeFactual knowledge and processes and how well that knowledge is understood in broader contexts. Assesses accuracy and depth, including how well the scientist portrays the overall organization of knowledge.
• Factual knowledge
• Evidence of organization of knowledge by the guiding principles of the discipline
• Ability to transfer knowledge to broader contexts
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2. Pedagogical knowledgeThe knowledge and skill involved in explaining major concepts involved in the scientist’s research. Assesses methods scientists employ to communicate their knowledge orally to an audience, with written and/or other media to support in real-time.
• Structure and balance of presentation
• Response to the audience
• Choice of language
• Technical skill of presentation and use of media
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3. Integration of content and pedagogyAssesses the ability to integrate content and pedagogy in the service of a clear, coherent, and engaging explanation of scientific research
• Development of appropriate mental images to support explanation
• Tactical use of media
• Scaffolded explanation
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Two TED videos of graduate studentsPike: Climate change Behncke: Bonobo apes
Holistic assessment using “Integration” part of rubric - Look for:• Tactical use of media• Development of appropriate mental images to support explanation• Scaffolded explanation• Also remember to look for gestures because they give clues about
what a person means
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Pike: Climate Change• Integration of content
and pedagogyAssesses the ability to integrate content and pedagogy in the service of a clear, coherent, and engaging explanation of scientific research 0%
10%
20%
30%
40%
50%
60%
70%
1 Weak level ofcontent knowledge
2 Poorly connectedcontent knowledge
3 Sufficient level ofcontent knowledge
4 Sophisticatedlevel of contentknowledge
Tactical Use of Media
0%
10%
20%
30%
40%
50%
60%
70%
1 Weak level ofcontent knowledge
2 Poorly connectedcontent knowledge
3 Sufficient level ofcontent knowledge
4 Sophisticatedlevel of contentknowledge
Use of Mental Images
0%
10%
20%
30%
40%
50%
60%
70%
1 Weak level ofcontent knowledge
2 Poorly connectedcontent knowledge
3 Sufficient level ofcontent knowledge
4 Sophisticatedlevel of contentknowledge
Scaffolding
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Behncke: Bonobo Apes• Integration of content
and pedagogyAssesses the ability to integrate content and pedagogy in the service of a clear, coherent, and engaging explanation of scientific research 0%
10%
20%
30%
40%
50%
60%
70%
1 Weak level ofcontent knowledge
2 Poorly connectedcontent knowledge
3 Sufficient level ofcontent knowledge
4 Sophisticatedlevel of contentknowledge
Tactical Use of Media
0%
10%
20%
30%
40%
50%
60%
70%
1 Weak level ofcontent knowledge
2 Poorly connectedcontent knowledge
3 Sufficient level ofcontent knowledge
4 Sophisticatedlevel of contentknowledge
Use of Mental Images
0%
10%
20%
30%
40%
50%
60%
70%
1 Weak level ofcontent knowledge
2 Poorly connectedcontent knowledge
3 Sufficient level ofcontent knowledge
4 Sophisticatedlevel of contentknowledge
Scaffolding
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Comparison of Pike and Behncke• Integration of content
and pedagogyTactical use of media: Knowing when to use particular media
Behncke
Pike0%
10%
20%
30%
40%
50%
60%
70%
1 Nointegration ofcontent andpedagogy
2 Weakintegration ofcontent andpedagogy
3 Developingability tointegrate
content andpedagogy
4 Competent atintegration ofcontent andpedagogy
Integration: Tactical Use of Media Behncke
Pike
AveragesBehncke 3.71Pike 3.47
(*)
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Comparison of Pike and Behncke• Integration of content
and pedagogyUse of mental images: Choice of appropriate imagesthat give theaudience resourcesfor thinking aboutscientific ideas
Behncke
Pike0%
10%
20%
30%
40%
50%
60%
70%
1 Nointegration ofcontent andpedagogy
2 Weakintegration ofcontent andpedagogy
3 Developingability tointegrate
content andpedagogy
4 Competent atintegration ofcontent andpedagogy
Integration: Use of Mental ImagesBehncke
Pike
AveragesBehncke 3.59Pike 3.32
(*)
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Comparison of Pike and Behncke• Integration of content
and pedagogyScaffolding: Weaving examplestogether to buildan explanation
Behncke
Pike0%
10%
20%
30%
40%
50%
60%
70%
1 Nointegration ofcontent andpedagogy
2 Weakintegration ofcontent andpedagogy
3 Developingability tointegrate
content andpedagogy
4 Competent atintegration ofcontent andpedagogy
Integration: Scaffolding
Behncke
Pike
AveragesBehncke 3.18Pike 3.21
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Science content knowledgeFactual knowledge and processes and how well that knowledge is understood in broader contexts. Assesses accuracy and depth, including how well the scientist portrays the overall organization of knowledge.
• Factual knowledgeFactual knowledge and processes and how well that knowledge is understood in broader contexts. Assesses accuracy and depth, including how well the scientist portrays the overall organization of knowledge
• Organization of knowledge by the guiding principles of the disciplineAbility to break down concepts into coherent chunks reflects an underlying organization of knowledge and understanding of connections between discrete categories of knowledge
• Ability to transfer knowledge to broader contextsUse of the knowledge in and relation to many contexts
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Pike: Climate Change• Content knowledgeFactual knowledge and processes and how well that knowledge is understood in broader contexts. Assesses accuracy and depth, including how well the scientist portrays the overall organization of knowledge.
0%
10%
20%
30%
40%
50%
60%
70%
1 Weak level ofcontent knowledge
2 Poorly connectedcontent knowledge
3 Sufficient level ofcontent knowledge
4 Sophisticatedlevel of contentknowledge
Factual Knowledge
0%
10%
20%
30%
40%
50%
60%
70%
1 Weak level ofcontent knowledge
2 Poorly connectedcontent knowledge
3 Sufficient level ofcontent knowledge
4 Sophisticatedlevel of contentknowledge
How Knowledge isUnderstood
0%
10%
20%
30%
40%
50%
60%
70%
1 Weak level ofcontent knowledge
2 Poorly connectedcontent knowledge
3 Sufficient level ofcontent knowledge
4 Sophisticatedlevel of contentknowledge
Ability to TransferKnowledge
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Behncke: Bonobo Apes• Content knowledgeFactual knowledge and processes and how well that knowledge is understood in broader contexts. Assesses accuracy and depth, including how well the scientist portrays the overall organization of knowledge.
0%
10%
20%
30%
40%
50%
60%
70%
1 Weak level ofcontent knowledge
2 Poorly connectedcontent knowledge
3 Sufficient level ofcontent knowledge
4 Sophisticatedlevel of contentknowledge
Factual Knowledge
0%
10%
20%
30%
40%
50%
60%
70%
1 Weak level ofcontent knowledge
2 Poorly connectedcontent knowledge
3 Sufficient level ofcontent knowledge
4 Sophisticatedlevel of contentknowledge
How Knowledge isUnderstood
0%
10%
20%
30%
40%
50%
60%
70%
1 Weak level ofcontent knowledge
2 Poorly connectedcontent knowledge
3 Sufficient level ofcontent knowledge
4 Sophisticatedlevel of contentknowledge
Ability to TransferKnowledge
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Comparison of Pike and Behncke• Content knowledgeFactual knowledge: Facility with manyfacts aboutthe science
AveragesBehncke 2.94Pike 3.55
Behncke
Pike0%
10%
20%
30%
40%
50%
60%
70%
1 Weak level ofcontent
knowledge
2 Poorlyconnectedcontent
knowledge
3 Sufficientlevel of contentknowledge
4 Sophisticatedlevel of contentknowledge
Content Knowledge: Factual Knowledge Behncke
Pike
*
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Comparison of Pike and Behncke• Content knowledgeHow knowledge isunderstood: Ability to break down concepts into coherent chunks reflects an underlying organization of knowledge andunderstanding ofconnectionsbetween discretecategories of knowledge
AveragesBehncke 2.94Pike 3.29
Behncke
Pike0%
10%
20%
30%
40%
50%
60%
70%
1 Weak level ofcontent
knowledge
2 Poorlyconnectedcontent
knowledge
3 Sufficientlevel of contentknowledge
4 Sophisticatedlevel of contentknowledge
Content Knowledge: How Knowledge is Understood
Behncke
Pike
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Comparison of Pike and Behncke• Content knowledgeAbility to transferknowledge: Use of theknowledge inand relation tomany contexts
AveragesBehncke 3.47Pike 3.08
Behncke
Pike0%
10%
20%
30%
40%
50%
60%
70%
1 Weak level ofcontent
knowledge
2 Poorlyconnectedcontent
knowledge
3 Sufficientlevel of contentknowledge
4 Sophisticatedlevel of contentknowledge
Content Knowledge: Ability to Transfer Knowledge
Behncke
Pike
*
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Pedagogical knowledgeThe knowledge and skill involved in explaining major concepts involved in the scientist’s research. Assesses methods scientists employ to communicate their knowledge orally to an audience, with written and/or other media to support in real-time.
• Structure and balanceStructure is the logic and flow of an explanation, while balance describes the time spent on each part of the explanation
• Response to audienceCustomizing the explanation to the audience, taking account of prior knowledge, providing cues for engagement
• Clear choice of languageLanguage at appropriate level, unambiguous and concise, words that audience unfamiliar with are defined clearly
• Skill of presentation: Technical use of mediaUse of uncluttered media to emphasize main points and assist audience in understanding main points
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Pike: Climate Change• Pedagogical skillKnowledge and skill involved in explaining major concepts
0%
10%
20%
30%
40%
50%
60%
70%
1 Application ofpedagogicalelements notapparent
2 Application ofpedagogicalelements isemerging butinadequate
3 Application ofappropriatepedagogicalelements ispresent butinconsistent
4 Application ofappropriatepedagogicalelements isconsistent
Structure & Balance
0%
10%
20%
30%
40%
50%
60%
70%
1 Application ofpedagogicalelements notapparent
2 Application ofpedagogicalelements isemerging butinadequate
3 Application ofappropriatepedagogicalelements ispresent butinconsistent
4 Application ofappropriatepedagogicalelements isconsistent
Response to Audience
0%
10%
20%
30%
40%
50%
60%
70%
1 Application ofpedagogicalelements notapparent
2 Application ofpedagogicalelements isemerging butinadequate
3 Application ofappropriatepedagogicalelements ispresent butinconsistent
4 Application ofappropriatepedagogicalelements isconsistent
Clear Choice of Language
0%
10%
20%
30%
40%
50%
60%
70%
1 Application ofpedagogicalelements notapparent
2 Application ofpedagogicalelements isemerging butinadequate
3 Application ofappropriatepedagogicalelements ispresent butinconsistent
4 Application ofappropriatepedagogicalelements isconsistent
Skill of Presentation
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Behncke: Bonobo Apes• Pedagogical skillKnowledge and skill involved in explaining major concepts
0%
10%
20%
30%
40%
50%
60%
70%
1 Application ofpedagogicalelements notapparent
2 Application ofpedagogicalelements isemerging butinadequate
3 Application ofappropriatepedagogicalelements ispresent butinconsistent
4 Application ofappropriatepedagogicalelements isconsistent
Structure & Balance
0%
10%
20%
30%
40%
50%
60%
70%
1 Application ofpedagogicalelements notapparent
2 Application ofpedagogicalelements isemerging butinadequate
3 Application ofappropriatepedagogicalelements ispresent butinconsistent
4 Application ofappropriatepedagogicalelements isconsistent
Response to Audience
0%
10%
20%
30%
40%
50%
60%
70%
1 Application ofpedagogicalelements notapparent
2 Application ofpedagogicalelements isemerging butinadequate
3 Application ofappropriatepedagogicalelements ispresent butinconsistent
4 Application ofappropriatepedagogicalelements isconsistent
Clear Choice of Language
0%
10%
20%
30%
40%
50%
60%
70%
1 Application ofpedagogicalelements notapparent
2 Application ofpedagogicalelements isemerging butinadequate
3 Application ofappropriatepedagogicalelements ispresent butinconsistent
4 Application ofappropriatepedagogicalelements isconsistent
Skill of Presentation
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Comparison of Pike and Behncke• Pedagogy Structure & balance: Structure is the logic and flow of an explanation, while balance describes the time spent on each part of the explanation
AveragesBehncke 3.23Pike 3.37
Behncke
Pike0%
10%
20%
30%
40%
50%
60%
70%
1 Application ofpedagogicalelements notapparent
2 Application ofpedagogicalelements isemerging butinadequate
3 Application ofappropriatepedagogicalelements ispresent butinconsistent
4 Application ofappropriatepedagogicalelements isconsistent
Pedagogy: Structure & Balance Behncke
Pike
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Comparison of Pike and Behncke• Pedagogy Response to audience: Customizing the explanation to the audience, taking account of prior knowledge, providing cues for engagement
AveragesBehncke 3.17Pike 2.34
Behncke
Pike0%
10%
20%
30%
40%
50%
60%
70%
1 Application ofpedagogicalelements notapparent
2 Application ofpedagogicalelements isemerging butinadequate
3 Application ofappropriatepedagogicalelements ispresent butinconsistent
4 Application ofappropriatepedagogicalelements isconsistent
Pedagogy: Response to Audience Behncke
Pike
*
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Comparison of Pike and Behncke• Pedagogy Clear choice of language: Language at appropriate level, unambiguous and concise, words that audience unfamiliar with are defined clearly
AveragesBehncke 3.59Pike 3.37
Behncke
Pike0%
10%
20%
30%
40%
50%
60%
70%
1 Application ofpedagogicalelements notapparent
2 Application ofpedagogicalelements isemerging butinadequate
3 Application ofappropriatepedagogicalelements ispresent butinconsistent
4 Application ofappropriatepedagogicalelements isconsistent
Pedagogy: Clear Choice of Language Behncke
Pike
(*)
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Comparison of Pike and Behncke• Pedagogy Skill of presentation: Use of uncluttered media to emphasize main points and assist audience in understanding main points
AveragesBehncke 3.53Pike 3.34
Behncke
Pike0%
10%
20%
30%
40%
50%
60%
70%
1 Application ofpedagogicalelements notapparent
2 Application ofpedagogicalelements isemerging butinadequate
3 Application ofappropriatepedagogicalelements ispresent butinconsistent
4 Application ofappropriatepedagogicalelements isconsistent
Pedagogy: Skill of Presentation Behncke
Pike
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Findings from the research study1. Effective explanation of science is developed in layers
o When an explainer is strong in only one type of knowledge (content or pedagogy), there is a clear transition in the person’s explanation
2. Only when both pedagogy and content are strong is a scientific explanation effective
o Science explanations in this category exhibit development of powerful mental images, tactical use of media to support explanation, and scaffolded development of concepts
3. Presentation skills add an extra layer that can cause a good presentation (transcript) to fail (video) and a poor presentation (transcript) to appear to succeed (video)
4. Gestures sometimes reveal deep content understanding that the explainer is unable to articulate verbally
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Characteristics of four types of explanations in science
Weak content knowledge (of own research)
Strong content knowledge (of own research)
Weak pedagogical knowledge
Unclear from start to finish. Engaging introduction that relates to audience but is unrelated to research, or big picture about research that is not relevant to audience.
Clear transition to more complex scientific explanation inappropriate for audience.
Strong pedagogical knowledge
Strong introduction that establishes structure, and is engaging, clear, and relates the research to the audience.
Clear transition to explaining own science, unable to explain clearly.
Clear logical structure, story maintained throughout explanation.
Explanation scaffolded throughout. No transition.
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REORGANIZEForm groups of three people• One person will give a maximum 3-minute
“elevator speech” about his/her research project
• The other two people should use the rubric as guidance to provide feedback:• What does the presenter do well?• What can the presenter focus on improving?
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Review objectives: Did we succeed?• To be able to recognize
aspects of science presentations
• To be able to assess the quality of various aspects of a scientific presentation
• To understand the general nature of what can be improved in a scientific presentation
• To pinpoint specific ways to improve explaining science to a general audience
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Conclusions andfuture thinking• The rubric can be used as a
tool to help you hone yourabilities in presenting aboutscience to a general audience
• Gestures can be useful or distracting, and they also give information about the presenter’s abilities
• Generally, when a presentation is not as good as it could be, it is because the presenter is either better at pedagogy or better at content knowledge, and it’s usually possible to tell which one it is
• Using the “Integrated content and pedagogy” part of the rubric is a quick way to assess a presentation• Remember: 1) create mental images (gestures can help), 2) use
media tactically, 3) scaffold your explanations logically with good size steps
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Acknowledgments• Graduate students at UMass Boston who participated in this
study• Collaborator: Lisa Gonsalves (Curriculum & Instruction
Department, UMass Boston)• Inspiration and helpful discussions: Robert Chen (EEOS
Department, UMass Boston)• National Science Foundation
Thank you for participating today