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dc.contributor.authorPoronnik, Philip
dc.contributor.authorW. Moni, Roger
dc.date.accessioned2017-05-03T15:52:13Z
dc.date.available2017-05-03T15:52:13Z
dc.date.issued2006
dc.identifier.issn10434046
dc.identifier.doi10.1152/advan.00075.2005
dc.identifier.urihttp://hdl.handle.net/10072/32787
dc.description.abstractImproving the public understanding of science is an important challenge for the future professional scientists who are our current undergraduates. In this paper, we present a conceptual model that explores the role of mass media as community gatekeepers of new scientific findings. This model frames the benefits for undergraduate science students to learn about media genres so that they can learn to communicate science more effectively to nonprofessional audiences. Informed by this Media Role model, we then detail a novel writing task for undergraduate physiology students, the Opinion Editorial (Op-Ed), and an accompanying Peer Review. The Op-Ed genre was directly taught to the students by a professional journalist. As an assessment task, students presented a recent, highly technical paper as an Op-Ed. This was assessed by both faculty members and peers using a detailed assessment rubric. Most students were able to replicate the features of Op-Eds and attained high grades on their writing tasks. Survey data from final-year physiology students (n = 230) were collected before and after the implementation of the Op-Ed/Peer Review. These indicated that most students were aware of the importance of scientists to effectively communicate their knowledge to nonprofessional audiences, that the Op-Ed writing task was challenging, and that they believed that their ability to write to nonprofessional audiences was improved after explicit teaching and feedback.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherAmerican Physiological Society
dc.publisher.placeUnited States
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom73
dc.relation.ispartofpageto82
dc.relation.ispartofissue2
dc.relation.ispartofjournalAdvances in Physiology Education
dc.relation.ispartofvolume30
dc.rights.retentionY
dc.subject.fieldofresearchCurriculum and Pedagogy not elsewhere classified
dc.subject.fieldofresearchPhysiology
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchcode130299
dc.subject.fieldofresearchcode0606
dc.subject.fieldofresearchcode1302
dc.subject.fieldofresearchcode1303
dc.titleThe Opinion Editorial: teaching physiology outside the box
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.rights.copyrightSelf-archiving of the author-manuscript version is not yet supported by this journal. Please refer to the journal link for access to the definitive, published version or contact the author[s] for more information.
gro.date.issued2015-02-02T04:16:15Z
gro.hasfulltextNo Full Text
gro.griffith.authorMoni, Roger W.


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