Using a Creativity-Based Assignment to Improve Science Communication Skills and Overcome Antibiotic-Resistance Misconceptions
Abstract
There are many desired outcomes of Biology undergraduate education, such as knowledge acquisition and science process skill development. How can we achieve these outcomes in impactful ways for students? We present here a novel creativity-based assignment and course experience that has the following goals: (1) Improve student science communication skills; (2) Increase student awareness of antibiotic-resistance (ABR); (3) Assist students in self-identifying their own ABR misconceptions; and (4) Overcome persistent ABR misconceptions. Students enrolled in an Introductory Genetics class at the University XX were instructed to consult the peer-reviewed literature, select a public misconception about ABR, and create an animation targeting the public to overcome this misconception. Pre- and post-testing showed resolution of persistent student ABR misconceptions. The results of this study may shed light on the role of such activities in the elimination of misconceptions and inform teaching strategies in the classroom. In this presentation, we will also explore qualitative data obtained from student perspective surveys, and will showcase some sample animations.
Using a Creativity-Based Assignment to Improve Science Communication Skills and Overcome Antibiotic-Resistance Misconceptions
P&A 34
There are many desired outcomes of Biology undergraduate education, such as knowledge acquisition and science process skill development. How can we achieve these outcomes in impactful ways for students? We present here a novel creativity-based assignment and course experience that has the following goals: (1) Improve student science communication skills; (2) Increase student awareness of antibiotic-resistance (ABR); (3) Assist students in self-identifying their own ABR misconceptions; and (4) Overcome persistent ABR misconceptions. Students enrolled in an Introductory Genetics class at the University XX were instructed to consult the peer-reviewed literature, select a public misconception about ABR, and create an animation targeting the public to overcome this misconception. Pre- and post-testing showed resolution of persistent student ABR misconceptions. The results of this study may shed light on the role of such activities in the elimination of misconceptions and inform teaching strategies in the classroom. In this presentation, we will also explore qualitative data obtained from student perspective surveys, and will showcase some sample animations.