How to Teach Scientific Communication

NACTA Journal, Mar 2004 by Woods, Michael D

How to Teach Scientific Communication by F. Peter Woodford, Council of Biology Editors, 1999, 199 pages, softcover $ 29.95. (ISBN 0-914-340-11-5)

Biotechnology, food safety and environmental hazards to name a few are all scientific issues confronting society and agricultural scientists alike. Continued research showcases that resources once thought limitless are finite and at risk. Our own welfare and many other life forms are dependent on agriculture and our nations natural resource, which as research continues to highlight are increasingly stressed.

To understand and solve the problems in the agriculture and natural resources industry, sound science must be brought into play. Yet many efforts to advance the agriculture and natural resources industry can succeed only if scientific knowledge is better translated, and if scientists learn to communicate more effectively not only with each other, but also with policymakers, the media, and the public.

F. Peter Woodford's book entitled How to Teach Scientific Communication, is intended to aid in the teaching of scientific communication strategies for the novice and experienced researcher. The manuscript is a completely rewritten and updated version of the well-known Scientific Writing for Graduate Students, first published in 1968 by the Council of Biology Editors.

The first section of the book provides nine chapters outlining the full spectrum of manuscript preparation. The second section outlines related topics such as the fundamental elements of preparing conference posters and their abstracts, scientific presentations, dissertations, research grant proposals, and fundamental elements of communicating science to the lay public.

Apart from the common methods of scientific dissemination already described, a number of other best practices were presented to aid the educator in advancing the teaching of science communications. all chapters are structured to address a specific goal. Chapter 1, aids the reader in deciding whether they are ready to publish; Chapter 2, outlines a method for choosing the ideal journal; Chapter 3, manuscript organization of facts and ideas into sections; Chapter 4, provides insight on designing tables and figures; Chapter 5, discusses the differences between and value of topic and sentence outlines; Chapter 6, encourages readers to write first draft all at one time, while deploying a few given principles for each major section of an article ; Chapter 7 provides tips and strategies for editing the manuscript; Chapter 8, summarizes the final submission process; and Chapter 9, aids reader in respondent to the journal editor.

To help an instructor best prepare for content delivery; each chapter begins with a clear statement of the objectives, recommended background reading, material to be distributed to students, assignments, and the approximate timing for cover chapter content. At the end of each chapter a list of references relevant to the topic serves as a useful summary of points presented.

The usefulness of the book to an agriculture and natural resources educator that has limited experience in teaching scientific communication is enhanced by the inclusion of a full collection of valuable resources. Four supporting appendices provide the reader with style guidelines, editing assignments, warning words and phrases, and points of grammar and punctuation challenges.

In his preface, Woodford provides practical guidelines on how the book can best be used. Specifically, he recommends that the class consist of 12 to 20 students, because of "the efficiency of teaching more than one person at a time and because the interaction with other members of the class as well as the instructor is stimulating." Woodford further assumes that students of a course utilizing his book will be active scientists who have produced usable research they wish to disseminate.

As for the instructor, Woodford believes that the course should be taught by working scientists because of their familiarity with "the problems and pitfalls not only of publishing but of conducting research." Nonetheless, Woodford also considers this instructor's manual suitable for "those with a scientific background who are not, or no longer, active in research but are in frequent contact with scientists and scientific publishing." he clarifies that "the course is most effectively taught by focusing on science, not language: on the scientific qualities of logic, precision and clarity of reasoning, not on skill in turning a neat or elegant phrase." Further, Woodford points out that the books "major concern is not with weak style or even bad grammar, but with sound logic, good structure and honesty. The book's major purpose is to help scientists strengthen their mental powers by preparing their publications in a strictly logical fashion, expressing themselves straightforwardly and working ethically. "

Principles outlined by Woodford are an excellent basis for teaching scientific writing to novice and experienced scientists. On the other hand, as Shashok (n.d.) noted in her review that "the book is derived from a western background and is based on western values." Consequently, the growing number of agriculture and natural resource scientists that derive from a non-western culture may differ from how scientist from a different cultural background see language as a tool to communicate science. Accordingly, Shashok noted "course instructors who work with researchers from different cultural backgrounds will need to make selective use of the lessons; exercises and recommendations laid out in this book, and adapt them to the needs and expectations of their own students."