| I conducted research uncovering the types of | | | | and why. |
| communication strategies and research practices | | | | "Communication in genetics is a practice that involves |
| performed in the teaching of biology science. The | | | | writing research papers for publication, attending |
| teaching of science can be very different from the | | | | scientific conferences and seminars, participating on |
| teaching of other main subjects, such as history, | | | | review panels, and collaborating with other geneticists |
| English, and math. Science requires more hands-on | | | | through informal communication" (A Guide to |
| and demonstration work in order to fully grasp the | | | | Communication Practice in Genetics). In the field of |
| material being offered. Biology, the study of living | | | | biology, publishing scientific journals is the most |
| organisms, uses various communicative practices to | | | | significant way to record research and share with |
| help its audience understand the subject. The field | | | | other scientists. "Journals are the main way for |
| works better in a lab based environment, delivering | | | | geneticists to publish their research and attain credit |
| information through text books and lab manuals, using | | | | for their discoveries" (A Guide to Communication |
| visual aids, conducting group activities, and other | | | | Practice in Genetics). A practitioner's main audience, |
| successful communication practices. The following is a | | | | therefore, are other practitioners researching the |
| detailed list of the strategies used in the field of | | | | same subject or study. They are publishing their |
| biology. All of these practices affect its audience in | | | | research to compare with other findings. |
| many ways. | | | | Practitioner's rely heavily on scientific research and |
| Facilities | | | | conduct most of it physically in a lab. The field's |
| When I took biology a year ago, material was | | | | research types consist of stem cell research, cardiac |
| presented in a lab environment with the use of | | | | function and dysfunction, embryo development, |
| biology text books and lab manuals. As a student, | | | | animal evolution, and several other forms. Most of |
| you were required to have safety goggles, latex | | | | their research is funded by research grants or even |
| gloves, lab books to record findings, and to dress | | | | scholarships for students. A few foundations that |
| appropriately in order to participate in the field. The | | | | relate to biology research are the Wadsworth |
| laboratory I participated in was extremely spacious. | | | | Foundation, Christopher Reeve Paralysis Foundation, |
| My classmates and I performed experiments on tall | | | | and the Biotechnology and Biological Sciences |
| work stations that had a lot of room to operate on. | | | | Research Council. Proposals play a significant role in |
| Much of the work was done standing up, so the | | | | helping practitioners receive funding because of the |
| height of the tables was convenient. The work | | | | high demand for scientific funding. |
| stations were arranged in rows rather than spread | | | | Reflection on Findings |
| out around the room; each row fitting approximately | | | | The scientific field of biology uses many different |
| four students on each side. The appearance of the | | | | communicative and research practices to help inform |
| facility tells students and other audience members | | | | its audience of students, related practitioners, and |
| that the field requires hands-on and experimental | | | | the public itself. |
| work in order to convey information. The field, | | | | When researching facilities, I found the field works |
| contrary to sitting and listening, relies heavily on | | | | better in an open lab environment. When I took |
| participation. | | | | biology, I knew I wouldn't have fully understood the |
| Classroom Communication | | | | information unless I participated in a lab. This made it |
| My biology class was separated into two parts: | | | | easier to comprehend and practice what was |
| lecture and lab. The field focuses highly on the | | | | presented during class. When talking to other |
| laboratory side, but also highlights key points during | | | | students who took biology, their classes were run |
| lecture in order for students to have a better | | | | the same in a similar environment. This type of |
| understanding before conducting experiments. | | | | facility, along with the use of text books and various |
| "Students will learn best if they are actively engaged | | | | lab artifacts, stands as a very accurate approach to |
| and if their activities are closely linked to | | | | understanding the field. |
| understanding important biological concepts"(Doherty, | | | | The field offered various types of classroom |
| 2009). Information is presented through lectures and | | | | communication methods. They ranged from class |
| PowerPoint presentations and then gets the audience | | | | PowerPoint lectures to conducting lab experiments. I |
| involved by presenting in a lab environment. | | | | wasn't surprised to learn how students work better |
| Demonstrations are conducted followed by student | | | | when they are actively engaging. During my biology |
| interactions. In my class, we were given a list of | | | | class, I found myself more drawn to the material |
| objectives and were shown what to do by the | | | | when I could participate. According to Moore, she felt |
| professor. After the demonstration and briefing, we | | | | the "hands-on" approach was better favored as well |
| then performed the assigned experiments by | | | | when attempting to convey scientific information. |
| ourselves; using the knowledge we gained in class | | | | When presenting lectures, PowerPoint presentations |
| lecture to assist us. Experiments ranged from | | | | were hooked up to the class overhead and shown to |
| dissecting fetal pigs to examining plant cells. | | | | a larger class. This made it easier than lecturing during |
| A significant communication method in the field is the | | | | lab where several distractions could be present. |
| instructor consistently asking questions. I found this | | | | Biology practitioners conduct a heavy amount of |
| to be very common in my biology class because my | | | | research. In a way, conducting research is their |
| classmates and I were always waiting for another | | | | number one priority so they can be able to present |
| question. "Questions reveal misconceptions and | | | | certain material to their intended audience. Some |
| misunderstandings that must be addressed to move | | | | ways in which biologists communicate research is |
| student thinking forward. Questions challenge | | | | through scientific journals, seminars, and research |
| students' thinking, leading them to insights and | | | | proposals. These are very accurate ways in delivering |
| discoveries of their own" (Allen, 2002). Along with | | | | information to the public and other practitioners. |
| lectures and experiments, papers were also assigned. | | | | "Although experiments and new discoveries are |
| The premise of these papers was to research certain | | | | important parts of geneticists' work, their research is |
| scientific procedures and understand how it relates to | | | | useless to society unless it is communicated to other |
| what's being learned in the classroom. | | | | people" (A Guide to Communication Practice in |
| My biology lecture class was large with approximately | | | | Genetics). It is extremely important for biologists to |
| four-hundred students. When we broke up into lab, | | | | record and inform others of their findings. Other |
| the size reduced considerably. There were around | | | | scientist's research can then be used to assist |
| fourteen or fifteen students in my lab class with a | | | | additional research, resulting in more significant |
| mix in gender and race. I was able to conduct an | | | | findings. Research proposals are extremely important |
| interview on Stacey Moore, a family friend who was | | | | for funding purposes. "Research proposals are |
| a biology instructor for sixteen years in Virginia | | | | reviewed at review panels of funding agencies...and |
| Beach, VA. "When I used lectures, I wanted to | | | | are important in deciding which research project is |
| create more class discussion rather than just writing | | | | important enough to be funded so that money is not |
| down the notes and moving on. I wanted my | | | | wasted" (A Guide to Communication Practice in |
| students to fully remember the information so they | | | | Genetics). Therefore, it is important for practitioners |
| wouldn't feel lost when it came to lab participation," | | | | to draw up persuasive proposals to obtain the |
| said Moore. "I always aim to ask questions to keep | | | | funding they need. |
| their attention. And sometimes by doing that, they | | | | Conclusion |
| ask questions back to me they never would have | | | | The field of biology brings many communicative |
| thought of if I didn't ask the question in the first | | | | strategies together to convey information as best it |
| place." According to Moore, she encourages strong | | | | can to its intended audience. The field operates in a |
| note taking if you're studying within the field, and to | | | | laboratory environment and truly emphasizes the |
| use visual aids whenever possible. You have to be | | | | "hands-on" approach to students learning the material. |
| well aware of the description and look of a part of | | | | Conducting research is critically important to |
| animal before you experiment on it. | | | | practitioners of the field as well as communicating |
| Research Practices | | | | that research to other scientists and society. The |
| I researched the importance of genetics, a branch of | | | | science of biology is important to our world, and the |
| biology dealing with the science of genes, and how | | | | way it presents information is helpful to its audience. |
| the field's research is communicated to other people | | | | |