Science writing is a complex rhetorical activity that enhances disciplinary participation in university education and requires learner-centered, inquiry-based explicit instruction. This study aimed to determine the effects of teaching writing self-assessment of scientific posters on writing quality and academic achievement in a higher education science class. An interdisciplinary team of science and writing scholars designed an action-research intervention based on two 90-min workshops focused on students’ self-assessment of writing scientific posters for a first-semester Cell Biology course for prospective teachers of biology and chemistry in secondary schools. Students co-created and applied a checklist to assess writing traits central to scientific communication (e.g. use of reliable references and original figures, inclusion of limitations and projections) in their posters. Promoted writing traits were qualitatively coded in double-blind fashion in posters from 19 teams with similar intakes: 9 teams (45 students, 100% population) in the treatment group and 10 teams (50 randomly selected students, 50% population) from two previous years. Principal component analysis (PCA) and permutation ANOVA were used to quantitatively determine divergence between groups. Results indicated that posters constructed by intervention-treated teams were significantly better in terms of the reliability and retrievability of sources; they also showed a higher number of student-made figures, projections and conclusions. In addition, evaluators’ scores for posters increased in the treatment groups, although this did not have a significant impact on overall grades. These results offer empirical support of self-assessment for learning and the use of poster construction as effective pedagogical strategies in science teacher education.

科学写作是一项复杂的修辞活动，可以增强学科对大学教育的参与，并且需要以学习者为中心，基于探究的明确指导。这项研究旨在确定科学海报的写作自我评估对高等教育科学课中写作质量和学术成就的影响。一个由科学和写作学者组成的跨学科团队，在两个90分钟的研讨会的基础上，设计了一项行动研究干预措施，这些研讨会的重点是让学生自我评估为初中细胞生物学课程准备的科学海报，供中学生物学和化学专业的准教师使用。学生共同创建并应用了一份清单，以评估科学交流的核心写作特质（例如使用可靠的参考资料和原始数字，在海报中包含限制和预测）。在19支具有相似摄入量的团队的海报中，以双盲方式定性地编码了提升的写作特质：治疗组中有9支团队（45名学生，占总人口的100％），前两支有10支团队（50名随机选出的学生，占总人口的50％）。年份。主成分分析（PCA）和置换ANOVA用于定量确定组之间的差异。结果表明，经过干预处理的小组构建的海报在来源的可靠性和可检索性方面明显更好；他们还展示了更多的学生制作的数字，预测和结论。此外，在治疗组中，评估者对张贴者的评分有所提高，尽管这对总体成绩没有显着影响。