Many teachers who assign scientific research projects to students require them to present their research to their classmates. Although it is important for science students to develop research presentation skills, it is questionable whether class presentations are an effective learning tool for audience members. In this article, we describe a dynamic and interactive presentation exercise that can be used for either formative or summative assessment, which challenges students to share their expertise with their peers via a unique motivating structure. Students practice their presentation skills while engaging authentically in a process of developing crosscutting, interdisciplinary fundamental scientific questions that integrate scientific theory and practice. This exercise may be useful in science courses in which students are expected to critically and creatively engage in and reflect upon scientific processes and content.
Sabotaging Presentations to Generate Fundamental Questions and Integrate Theory and Practice
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Rachel K. Thiet, Jimmy Karlan; Sabotaging Presentations to Generate Fundamental Questions and Integrate Theory and Practice. The American Biology Teacher 1 November 2017; 79 (9): 769–773. doi: https://doi.org/10.1525/abt.2017.79.9.769
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