Scientific journalism, by definition, is writing concise, scientifically accurate, and engaging articles for nonexpert or lay audiences. When coupled with in-class poster sessions, it is a powerful and efficient mechanism for engaging and assessing students in nonmajors science courses. This article describes the motivation for developing these tools for a one-semester course designed around the chemistry and social implications of energy, provides details about how these tools are implemented throughout the semester, and argues for their general application in similar courses across the scientific disciplines.
Details
Type Journal ArticlePub Date 7/1/2008Stock # jcst08_037_06_26Volume 037Issue 06