A Mixed-Methods Study of a Poster Presentation Activity, Students’ Science Identity, and Science Communication Self-Efficacy in Face-To-Face Teaching Conditions

Abstract

The communication of scientific findings often concludes the research experience, but few science programs include explicit undergraduate curricula for practicing oral science communication. While course-based undergraduate research experiences (CUREs) can provide opportunities for students to practice science communication, few studies describe or assess authentic oral science communication activities within CUREs, and fewer do so under pandemic conditions. Little evidence exists describing how science communication activities impact students’ science identity and science communication self-efficacy, specifically regarding research posters. To address this topic, we collected students’ quantitative and qualitative perceptions of science identity and science communication self-efficacy in a face-to-face (F2F) CURE and collected students’ qualitative perceptions of presenting their research at a F2F poster symposium during the COVID-19 pandemic. We found that students’ science identity and science communication self-efficacy improved significantly, and we identified benefits and complaints about presenting research F2F during the pandemic—namely, a stimulating presentation atmosphere, face coverings as communication barriers and comforts, and audience type informing presentation confidence.

Keywords:

• Science communication
• Science identity
• Research poster
• Self-efficacy
• Mixed methods
• Course-based undergraduate research experience (CURE)

Acknowledgments

The views expressed in this article do not necessarily represent the views of the U.S. Department of Agriculture or the United States. We thank the Oklahoma State University Foundation for funding support through the Distinguished Graduate Fellowship, which was awarded to the first author.

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This research was also supported in part by a grant to Oklahoma State University from the Howard Hughes Medical Institute through the Science Education Program and the Edward E. Bartlett Professorship.