Enhancing the Communicative Competence of Science Undergraduates Through the Use of Popular Science: A Perspective From the Students

Abstract

Background: Universities increasingly recognise the need to teach communication skills. Various approaches are adopted to develop undergraduates’ academic literacy skills, including a range of collaborative approaches.

Aim: This study traces the implementation of an initiative to enhance first year science undergraduates’ effectiveness in science communication through the development of a new course SP1541/ ES1541 “Exploring Science Communication through Popular Science”.

Method: Mixed method approach of pre- and post-course perception survey, reflective letter analysis and covariate correlation analysis with perceived learning outcomes were performed to investigate impact indicators of the course.

Conclusion and implications: Pre-course analysis corroborates previously observed demographic trends and confirms diverse English language competency among students. Perception survey and reflective letter analysis suggest that these initiatives have been effective in improving the competency and confidence in students’ academic literacy skills and shed light on preference of reading materials. Covariate correlation analysis further illuminates underlying differences in perceived learning outcomes among male and female undergraduates, grade obtained for the GCE A-level General Paper (English language), home language, declared science subject major, and the semester when the course was read. This study contributes towards augmenting our appreciation of the epistemologies in the teaching and learning of communication within a multi-racial context and informs English language educators on the potential benefits of personalising the instructional design of a communication course for science freshmen. In conclusion, the collaboration between language and disciplinary experts in planning the science communication curriculum impacts perceptive learning outcomes positively.