Project-Based Learning Impacts on Science Communication College Students’ Conceptualizations of How Science Works

• In Event: D&D Works in Progress - Understanding Science

Short Description

This study examined how project-based learning (PjBL) collegiate science communication courses impacted students’ understanding of the nature of science. Students (n = 40) worked with scientists to create multimedia projects in five different classes from 2020-2022. They completed pre/post-drawings about ‘How Science Works.’ Results indicated perceptions of the scientific process expanded beyond typical hypothesis to results workflows to include additional concepts such as stakeholders, funding, and outreach that they learned about through project contexts.

Author

• Contributor: Jamie Loizzo, University of Florida