International Journal of Science Education Part B-Communication and Public Engagement最新文献_第8页

Why scientists agree to participate in science festivals: evidence from South Africa 为什么科学家同意参加科学节:来自南非的证据

IF 1.7

International Journal of Science Education Part B-Communication and Public Engagement Pub Date : 2021-04-03 DOI: 10.1080/21548455.2021.1905904

Mpfareleni Rejoyce Gavhi-Molefe, E. Jensen, M. Joubert

{"title":"Why scientists agree to participate in science festivals: evidence from South Africa","authors":"Mpfareleni Rejoyce Gavhi-Molefe, E. Jensen, M. Joubert","doi":"10.1080/21548455.2021.1905904","DOIUrl":"https://doi.org/10.1080/21548455.2021.1905904","url":null,"abstract":"ABSTRACT Scientists are key actors in public engagement activities, such as science festivals. This study sought to explore factors that encouraged and/or deterred scientists’ participation in Scifest Africa, the flagship science festival in South Africa. A self-administered, online survey was completed by 40 scientists who participated in this science festival in 2019. The survey was comprised of a mix of closed- and open-ended questions, and responses were processed statistically and thematically. The results showed that objectives of informing, exciting and inspiring the public were key motivators, while time constraints and concerns over the efficacy of engagement were prominent deterrents. Factors linked to the legacy of apartheid in South Africa and current societal challenges, inspired a strong moral obligation amongst most scientists to give something back to society through inclusive platforms such as the Scifest. In particular, for black African and/or female scientists, being role models was a key motivating factor. Our findings illustrate the importance of context-specific factors concerning motivators for public engagement. Understanding why scientists participate in public engagement events, is crucial for festival organisers, who rely on scientists as volunteers. These insights could also help to advance public engagement with science, which features prominently in government policy frameworks.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"9 1","pages":"127 - 142"},"PeriodicalIF":1.7,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83801027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Developing undergraduate student oral science communication through video reflection 通过视频反思培养大学生口头科学交流

IF 1.7

International Journal of Science Education Part B-Communication and Public Engagement Pub Date : 2021-04-02 DOI: 10.1080/21548455.2021.1907630

Alandeom W. Oliveira, A. Brown, Marissa Carroll, Elizabeth Blenkarn, B. Austin, Tiffany Bretzlaff

{"title":"Developing undergraduate student oral science communication through video reflection","authors":"Alandeom W. Oliveira, A. Brown, Marissa Carroll, Elizabeth Blenkarn, B. Austin, Tiffany Bretzlaff","doi":"10.1080/21548455.2021.1907630","DOIUrl":"https://doi.org/10.1080/21548455.2021.1907630","url":null,"abstract":"ABSTRACT This study examines an undergraduate biology instructor’s use of video reflection for promoting students’ development as oral science communicators. After being provided with instruction on how to communicate effectively, students were asked to give scientific oral presentations and reflectively assess their own communicative performance by critically watching video-recordings of themselves. For a considerable portion of students (40.74%), the act of watching a video of themselves led to a change in their self-perceptions. There were slightly more instances of positive change than negative ones (22.22% and 18.52%, respectively). The most self-critical students developed perceptions of themselves that were less negative than before, whereas many students who initially felt badly about their presentations developed more positive self-perceptions after watching the video. In both cases, video reflection led to a more balanced perception of how effectively students presented their selves while giving a scientific oral presentation. It is argued that video reflection can help undergraduate students develop improved self-monitoring and self-regulation during performance of oral scientific presentations, and hence prepare the next generation of scientists to have a more productive professional life.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"8 1","pages":"143 - 154"},"PeriodicalIF":1.7,"publicationDate":"2021-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81376401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Science knowledge and attitudes of lifelong learners in an astronomy massive open online course 天文学大规模在线开放课程中终身学习者的科学知识和态度

IF 1.7

International Journal of Science Education Part B-Communication and Public Engagement Pub Date : 2021-03-29 DOI: 10.1080/21548455.2021.1903114

C. Impey, M. Formánek, S. Buxner, M. Wenger

引用次数: 0

Informal science educators engaging preschool-age audiences in science practices 非正式的科学教育者使学龄前的观众参与科学实践

IF 1.7

International Journal of Science Education Part B-Communication and Public Engagement Pub Date : 2021-03-14 DOI: 10.1080/21548455.2021.1898693

J. Plummer, Arzu Tanis Ozcelik, Michele Crowl

{"title":"Informal science educators engaging preschool-age audiences in science practices","authors":"J. Plummer, Arzu Tanis Ozcelik, Michele Crowl","doi":"10.1080/21548455.2021.1898693","DOIUrl":"https://doi.org/10.1080/21548455.2021.1898693","url":null,"abstract":"ABSTRACT Informal science educators’ goals for preschool-age audiences (ages 3–5 years) shape how they design opportunities for children and families to learn science. However, little research has explored the opportunities provided by informal science educators for preschool-age children to engage in science practices. We invited 12 informal science educators across multiple informal science venues (including nature parks, planetaria, and science centers) in the U.S. to be interviewed and observed facilitating programs with a preschool-age audience at their venue. Using thematic analysis, we found that while four out of twelve educators in our study provided opportunities for young children to engage in science practices, the remaining programs provide only intermittent (four educators) or no opportunities (four educators) for young visitors to do science as an active, social engagement with science phenomena in the natural world. The extent to which educators designed and engaged preschool-age children in science practices was reflected in their own beliefs about how young children do science. These findings can help researchers and practitioners develop professional development to support the informal science education community to build capacity towards deepening young visitors’ engagement with science as an evidence-based enterprise.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"11 1","pages":"91 - 109"},"PeriodicalIF":1.7,"publicationDate":"2021-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87858973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Visitors’ attendance motivation and meaning making at a public science event 公众科学活动中参观者的出席动机与意义建构

IF 1.7

International Journal of Science Education Part B-Communication and Public Engagement Pub Date : 2021-01-02 DOI: 10.1080/21548455.2021.1874620

Alexandra Carver, J. Garner, Avi Kaplan, Kevin J. Pugh

引用次数: 1

Expressions of science literacy in online public discussions of animal experimentation 动物实验在线公开讨论中的科学素养表达

IF 1.7

International Journal of Science Education Part B-Communication and Public Engagement Pub Date : 2021-01-02 DOI: 10.1080/21548455.2020.1871103

E. Laslo, A. Baram‐Tsabari

{"title":"Expressions of science literacy in online public discussions of animal experimentation","authors":"E. Laslo, A. Baram‐Tsabari","doi":"10.1080/21548455.2020.1871103","DOIUrl":"https://doi.org/10.1080/21548455.2020.1871103","url":null,"abstract":"ABSTRACT Recent conceptualizations of science literacy, a key aim of contemporary science education, suggest defining it as a function of actual uses of science in daily life. We characterize expressions of science literacy in online authentic public discourse, using content analysis of a year’s worth of widely-read Israeli online news site coverage of animal experimentation and its reader comments, we explore how expressions of science literacy interact with coverage. The national Israeli science-curricula were used as an analytical framework, including scientific knowledge, nature of science (NOS), and inquiry skills. The findings indicate that over half of the scientific concepts used by the commentators are at the high school or academic level, in which science is elective. There were strong correlations (r = 0.96) between the level of overall science concepts used in the articles and reader comments. Comments supporting animal experimentation employed more and higher level of scientific concepts. Contrasting positions were supported by different types of NOS content: opponents of animal experimentation referred more to the social aspects of NOS, echoing differences in worldviews and lack of trust in scientists. We suggest that enabling informed public engagement with science requires explicit integration of investigative and social aspects of the nature of science.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"15 1","pages":"55 - 74"},"PeriodicalIF":1.7,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86468600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

The double-dip: quality discrepancies in out-of-school time STEM programs 双底衰退:校外STEM项目的质量差异

IF 1.7

International Journal of Science Education Part B-Communication and Public Engagement Pub Date : 2021-01-02 DOI: 10.1080/21548455.2020.1866787

Rebecca K. Browne, Patricia J. Allen, G. Noam

{"title":"The double-dip: quality discrepancies in out-of-school time STEM programs","authors":"Rebecca K. Browne, Patricia J. Allen, G. Noam","doi":"10.1080/21548455.2020.1866787","DOIUrl":"https://doi.org/10.1080/21548455.2020.1866787","url":null,"abstract":"ABSTRACT We report on national trends in STEM program quality using the Dimensions of Success (DoS), an empirical observation tool that provides a common definition of STEM program quality. We analyzed ratings for 12 dimensions of quality obtained from 452 DoS observations performed in 452 STEM-focused OST programs across 25 U.S. states by certified DoS observers. When plotted on a graph, the averages for the 12 quality dimensions display a ‘double-dip’ – a phrase that has been used in practice to communicate OST STEM strengths (higher ratings) and challenges (lower ratings). Nationally, OST programs excelled in quality indicators related to features of the learning environment, including preparation, materials, and space, as well as relationships. However, programs demonstrated less consistent evidence for quality in dimensions related to STEM knowledge and practices, including STEM content learning, inquiry, and reflection (dip #1), as well as areas related to supporting youth voice and STEM relevance (dip #2). This ‘double-dip’ persisted regardless of region, locale, season, and participant age or gender, though certain program and participant characteristics changed the magnitude of the scores. Ongoing professional development efforts are needed to address persistently challenging areas that are essential for building children’s STEM skills, content knowledge, and fluency. Key words: Informal education, STEM, research trend, professional development.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"149 8 1","pages":"35 - 54"},"PeriodicalIF":1.7,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83139208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Exploring participant engagement during an astrophysics virtual reality experience at a science festival 在科学节的天体物理学虚拟现实体验中探索参与者的参与度

IF 1.7

International Journal of Science Education Part B-Communication and Public Engagement Pub Date : 2020-12-13 DOI: 10.1080/21548455.2020.1857458

M. Kersting, Rolf Steier, G. Venville

{"title":"Exploring participant engagement during an astrophysics virtual reality experience at a science festival","authors":"M. Kersting, Rolf Steier, G. Venville","doi":"10.1080/21548455.2020.1857458","DOIUrl":"https://doi.org/10.1080/21548455.2020.1857458","url":null,"abstract":"ABSTRACT Virtual reality applications turn abstract concepts into experienceable phenomena and present exciting opportunities to transform science education and public outreach practices. While research has started to look into the affordances of virtual reality (VR) in the formal science education context, the potential of these technologies to enhance public engagement with science is largely unexplored. To improve the way that VR may be used in informal learning and public outreach contexts, the purpose of our study was to undertake evidence-based investigations that shed light onto the relationship between VR and public engagement. Aiming to identify and develop the benefits of VR technologies, we propose a conceptual framework for engagement with VR at a science festival that comprises four aspects of participant activity: immersion, facilitation, collaboration, and visualisation. This framework guided the research design of our exploratory case study of one VR tour at a science festival. Data included visitor surveys, video recordings, VR screen captures, and focus group interviews with outreach and science professionals. Our findings reveal important ways that VR supports visitor engagement at a science festival. More generally, these findings and our framework contribute to the ongoing efforts of engaging the public with science in more diverse informal learning contexts.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"1071 1","pages":"17 - 34"},"PeriodicalIF":1.7,"publicationDate":"2020-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76341147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 21

How laypersons consider differences in sources’ trustworthiness and expertise in their regulation and resolution of scientific conflicts 外行在管理和解决科学冲突时如何考虑来源的可信度和专业知识的差异

IF 1.7

International Journal of Science Education Part B-Communication and Public Engagement Pub Date : 2020-10-01 DOI: 10.1080/21548455.2020.1849856

Steffen Gottschling, Yvonne Kammerer, Eva Thomm, Peter Gerjets

{"title":"How laypersons consider differences in sources’ trustworthiness and expertise in their regulation and resolution of scientific conflicts","authors":"Steffen Gottschling, Yvonne Kammerer, Eva Thomm, Peter Gerjets","doi":"10.1080/21548455.2020.1849856","DOIUrl":"https://doi.org/10.1080/21548455.2020.1849856","url":null,"abstract":"ABSTRACT When reading scientific information on the Internet laypersons frequently encounter conflicting claims. However, they usually lack the ability to resolve these scientific conflicts based on their own prior knowledge. This study aims to investigate how differences in the trustworthiness and/or expertise of the sources putting forward the conflicting claims affect laypersons’ explanation and resolution of the scientific conflict. We sequentially presented 144 participants with two conflicting scientific claims regarding the safety of nanoparticles in sunscreen and manipulated whether the scientists putting forward the claims differed in their trustworthiness and/or expertise. After having read the claims on a computer in a self-paced manner, participants rated their subjective explanations for the conﬂicting claims, assessed their personal claim agreement, and completed a source memory task. We examined how differences in source trustworthiness and source expertise affected these measures. Results showed that trustworthiness differences resulted in higher attribution of the conflict to motivational explanations, and expertise differences in higher attribution of the conflict to competence explanations, than without respective differences. Furthermore, main effects of trustworthiness differences and of expertise differences on readers’ claim agreement were shown, with participants agreeing more with claims from sources of higher trustworthiness or expertise.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"22 1","pages":"335 - 354"},"PeriodicalIF":1.7,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91289727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Play as a pedagogical vehicle for supporting gender inclusive engagement in informal STEM education 游戏是支持非正式STEM教育中性别包容性参与的教学工具

IF 1.7

International Journal of Science Education Part B-Communication and Public Engagement Pub Date : 2020-10-01 DOI: 10.1080/21548455.2020.1853270

E. Rushton, H. King

{"title":"Play as a pedagogical vehicle for supporting gender inclusive engagement in informal STEM education","authors":"E. Rushton, H. King","doi":"10.1080/21548455.2020.1853270","DOIUrl":"https://doi.org/10.1080/21548455.2020.1853270","url":null,"abstract":"ABSTRACT Out-of-school making and engineering programmes that are frequently positioned as playful have increased dramatically in recent years – but how appropriate is the framing of play for engagement in these informal STEM (science, technology, engineering and mathematics) spaces? Drawing on data from two research sites located in the UK, including observations of making and engineering activities with children aged 5–13 years, and interviews with nine key informants, we identify that play has three key affordances namely: (1) play can provide structure, (2) play is considered to be synonymous with open-ended science inquiry, and, (3) play can enable gender inclusive STEM spaces through promoting free-choice. We also note that overly simplistic framings of play may limit recognition by both adults and children of the educational value of these spaces and deny a fuller understanding of the opportunities that such spaces afford in providing children with moreopportunities to engage with STEM, particularly engineering. We suggest that play has an important pedagogical role in informal STEM activities, including making, when it is grounded in free-choice exploration and imagination. We argue for continued discussion and reflection upon both the value of play as a pedagogical vehicle and its affordances for enhancing youth engagement in STEM spaces.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"29 2 1","pages":"376 - 389"},"PeriodicalIF":1.7,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85146029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9