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Enhancing Science Education Through Conversational Pedagogy

Implementing science as conversation in the curriculum enhances student engagement, broadens social context understanding, and improves public perception of science. Addressing concerns through incremental changes is vital. Developing assessment methods aligned with conversational pedagogies is essential for effective evaluation. Supported by key programs and initiatives at Bryn Mawr College and Serendip website.

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Enhancing Science Education Through Conversational Pedagogy

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  1. Current evaluation Science as conversation can be done at all levels of the curriculum, and yields enhanced student and faculty engagement. It produces students better equipped to deal with science in broader social contexts, and makes significant contributions to an improved public understanding of science. Student uncertainties about course objectives, and shared student and faculty concern about content coverage and professional preparation can be addressed through incremental but persistence change across all educational levels. Problems requiring further work include development of new assessment methods specifically designed to measure achievement consistent with the objectives of science as conversation pedagogies. Supported by the Center for Science and Society and the Howard Hughes Medical Institute program for undergraduate science education at Bryn Mawr College, and by the Serendip website (http://serendip.brynmawr.edu).

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