The introduction of generic skills, such as communication, into undergraduate science degrees is becoming common in higher education and has met with mixed implementation success. This study designed, piloted, and evaluated a set of adaptable activities that scaffold the explicit teaching and learning of science communication with non-scientific audiences. These activities were implemented in undergraduate science classes from three disciplines at an Australian research-intensive university. A mixed- methods approach was used to evaluate learning gains by collecting data from: student surveys; semi-structured interviews with academic teaching staff; and student performance by marking of assessment tasks. Self-reported learning gains showed 95% of all students perceived improvements in their ability to do all communication skills and 94% perceived improvements in their confidence in communicating science as a result of the activities. Academic teaching staff reported improvements in students’ communication skills and understanding of core science content, and indicated that the tasks were explicit, engaging, and sustainable for use in future years. Students successfully transferred their learning to their assignments, demonstrating on average, a ‘good,’ ‘excellent,’ or ‘outstanding’ standard for each of the science communication criteria. These activities provide a promising starting point for integrating employable communication skills into undergraduate science degrees.

中文翻译：

---

将沟通技巧融入本科科学学位：一种实用且循证的方法

将通用技能（例如沟通）引入本科科学学位在高等教育中变得越来越普遍，并且实施成功率参差不齐。本研究设计、试点和评估了一系列适应性活动，这些活动支持与非科学受众进行科学交流的明确教学和学习。这些活动是在澳大利亚一所研究型大学的三个学科的本科科学课程中实施的。通过收集以下数据，使用混合方法评估学习成果：学生调查；与学术教学人员的半结构化访谈；通过对评估任务进行评分，以及学生的表现。自我报告的学习成果显示，95% 的学生认为他们的所有沟通技巧的能力都有所提高，94% 的学生认为他们在交流科学方面的信心因活动而有所提高。学术教学人员报告说学生的沟通技巧和对核心科学内容的理解有所提高，并表示这些任务是明确的、引人入胜的，并且可以在未来几年继续使用。学生成功地将他们的学习转移到他们的作业中，平均而言，每个科学传播标准都达到了“良好”、“优秀”或“杰出”的标准。这些活动为将可就业的沟通技巧融入本科科学学位提供了一个有希望的起点。