International Journal of Science Education Part B-Communication and Public Engagement最新文献_第9页

The Children’s Engagement Behaviour Framework: describing young children’s interaction with science exhibits and its relationship to learning 儿童参与行为框架:描述幼儿与科学展品的互动及其与学习的关系

IF 1.7

International Journal of Science Education Part B-Communication and Public Engagement Pub Date : 2020-10-01 DOI: 10.1080/21548455.2020.1851425

L. Rennie, C. Howitt

{"title":"The Children’s Engagement Behaviour Framework: describing young children’s interaction with science exhibits and its relationship to learning","authors":"L. Rennie, C. Howitt","doi":"10.1080/21548455.2020.1851425","DOIUrl":"https://doi.org/10.1080/21548455.2020.1851425","url":null,"abstract":"ABSTRACT The Children’s Engagement Behaviour Framework was developed to describe young children’s engagement with science exhibits and how their behaviour is related to learning about the exhibits. The Framework was synthesised from frameworks in research literature related to family learning and the nature of play. It describes three categories of epistemic behaviour and two categories of ludic play behaviour. Field-testing in a playgroup environment where young children engaged with science exhibits revealed that its five categories effectively captured the range of engagement behaviours children displayed. The Framework was used to code video-recordings of 20 children in five further playgroups, categorising 89 child-exhibit interactions lasting at least 30 s. The inter-coder agreement was 93% and differences were easily resolved. The highest level of epistemic behaviour was recorded at each exhibit and 29 instances of ludic behaviour occurred. Children were interviewed using stills from their video-recording to stimulate discussion about exhibits. Epistemic behaviour was strongly related to learning about how the exhibit worked but ludic behaviour had no relationship with such learning. This research has demonstrated the relationship between observable epistemic behaviour and learning and provided a Framework for research into the engagement behaviour of young children. Practical applications of the Framework arediscussed.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"45 1","pages":"355 - 375"},"PeriodicalIF":1.7,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79908608","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

Discourse-directed framing as communication strategy alters students’ concept of antibiotics and antibiotic resistance formation 话语导向框架作为沟通策略改变了学生对抗生素的概念和抗生素耐药性的形成

IF 1.7

International Journal of Science Education Part B-Communication and Public Engagement Pub Date : 2020-10-01 DOI: 10.1080/21548455.2020.1844921

Heide Beranek-Knauer, Hildrun Walter, Dominik Paleczek, Lucas Eder, Kerstin Jungwirth, H. Jungwirth

{"title":"Discourse-directed framing as communication strategy alters students’ concept of antibiotics and antibiotic resistance formation","authors":"Heide Beranek-Knauer, Hildrun Walter, Dominik Paleczek, Lucas Eder, Kerstin Jungwirth, H. Jungwirth","doi":"10.1080/21548455.2020.1844921","DOIUrl":"https://doi.org/10.1080/21548455.2020.1844921","url":null,"abstract":"ABSTRACT One of the most urgent matters in current medicine is the preservation of antibiotic treatment options due to an increasing threat of antibiotic resistance in pathogenic microorganisms. Therefore, increasing awareness by adapted science education and communication regarding this topic is of the utmost importance. This article shows that an out-of-school laboratory course using active learning techniques is a valuable contribution to traditional teaching inciting personal and social responsibility. Attitude toward science (BRAINS), value of science to society (MATS), situational interest and emotions were tested. The participants’ conception of antibiotics was evaluated by analysing follow-up mind maps. Generally, the laboratory course created positive feelings and situational interest. Compared to an instructor-directed frame, communication within an individually adapting discourse-directed frame conveyed more wide-spread perception of the topic, including societal and personal implications. The outcome of the study provides evidence that an out-of-school laboratory course can be a valuable tool for interest development in socio-scientific issues. Discourse-directed framing, in this environment, improves the individual ability to alter social and personal responsibility regarding science topics.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"61 3 1","pages":"319 - 334"},"PeriodicalIF":1.7,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79769070","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

The Common Instrument: an assessment to measure and communicate youth science engagement in out-of-school time 共同工具:衡量和宣传青少年在校外时间参与科学的评估

IF 1.7

International Journal of Science Education Part B-Communication and Public Engagement Pub Date : 2020-10-01 DOI: 10.1080/21548455.2020.1840644

G. Noam, Patricia J. Allen, G. Sonnert, P. Sadler

{"title":"The Common Instrument: an assessment to measure and communicate youth science engagement in out-of-school time","authors":"G. Noam, Patricia J. Allen, G. Sonnert, P. Sadler","doi":"10.1080/21548455.2020.1840644","DOIUrl":"https://doi.org/10.1080/21548455.2020.1840644","url":null,"abstract":"ABSTRACT There has been a growing need felt by practitioners, researchers, and evaluators to obtain a common measure of science engagement that can be used in different out-of-school time (OST) science learning settings. We report on the development and validation of a novel 10-item self-report instrument designed to measure, communicate, and ultimately help promote science engagement among youth: the Common Instrument (CI). When administered to 7,521 elementary and middle school students participating in OST science programming, CI items were found to have good psychometric properties – showing strong item discrimination and a range of difficulties, little difference in item functioning by grade-level, gender, or race/ethnicity, good unidimensionality, stability over time, and a small standard error of measurement over a large variety of science engagements. Given its properties, the CI is a reasonable way to collect data on science engagement in a wide range of OST science programs. Common measures, like the CI, that are reliable and valid provide a common language that enables programs to describe their strengths and challenges and make decisions about adapting and improving their approaches. Common measures are also essential for collective impact initiatives that need brief, easy-to-administer instruments to assess progress and impact of their change-making processes.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"44 1","pages":"295 - 318"},"PeriodicalIF":1.7,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78618860","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: 4

Learning outcomes in online citizen science communities designed for inquiry 为探究而设计的在线公民科学社区的学习成果

IF 1.7

International Journal of Science Education Part B-Communication and Public Engagement Pub Date : 2020-10-01 DOI: 10.1080/21548455.2020.1836689

M. Aristeidou, E. Scanlon, M. Sharples

{"title":"Learning outcomes in online citizen science communities designed for inquiry","authors":"M. Aristeidou, E. Scanlon, M. Sharples","doi":"10.1080/21548455.2020.1836689","DOIUrl":"https://doi.org/10.1080/21548455.2020.1836689","url":null,"abstract":"ABSTRACT The purpose of most citizen science projects is engaging citizens in providing data to scientists, not supporting citizen learning about science. Any citizen learning that does occur in most projects is normally a by-product of the project rather than a stated aim.This study examines learning outcomes of citizens participating in online citizen science communities purposely designed for inquiry learning. The ‘Citizen inquiry’ approach adopted in this study prioritises and scaffolds learning and engages people in all stages of the scientific process by involving them in inquiry-based learning while participating in citizen science activities. The exploratory research involved an intervention with two design studies of adult volunteer participants engaging in citizen-led inquiries, employing a mixed-methods approach. The findings indicated that, in both design studies, participants engaged in an inquiry process, and practised inquiry skills alongside other kinds of knowledge and skills not directly related to science. Differences between the outcomes of each study highlighted the importance of the design on learning impact. In particular, participant understanding of research processes and methods, and developing more experimental studies were more evident with the support of a dynamic representation of the inquiry process. Furthermore, in the second study, which was hosted in a more engaging and interactive learning environment, participants perceived science as fun, were involved in inquiry discussions, and showed progress in scientific vocabulary. The paper concludes with some considerations for science educators and citizen science facilitators to enhance the learning outcomes of citizen inquiry and similar online communities for science inquiries.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"218 1","pages":"277 - 294"},"PeriodicalIF":1.7,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88549271","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: 13

Learning from the real versus the replicated: a comparative study 从真实与复制中学习:一个比较研究

IF 1.7

International Journal of Science Education Part B-Communication and Public Engagement Pub Date : 2020-07-02 DOI: 10.1080/21548455.2020.1831707

Laura D. Carsten Conner, S. Perin

{"title":"Learning from the real versus the replicated: a comparative study","authors":"Laura D. Carsten Conner, S. Perin","doi":"10.1080/21548455.2020.1831707","DOIUrl":"https://doi.org/10.1080/21548455.2020.1831707","url":null,"abstract":"ABSTRACT The nature of the learning that occurs with real versus replicated objects and environments is an important topic for museums and science centers. Our comparative, exploratory study addressed this area through an investigation of family visits to two different settings: an operating permafrost research tunnel, and a replica of this permafrost tunnel at a science center. We conducted and analyzed family interviews, grounding our work in the Contextual Model of Learning and ideas about sensory components of learning. We found significant differences between the real and replicated environments in terms of what families discussed during interviews. Specifically, the proportion of perceptual (descriptions of features or sensory-based perceptions) talk at the real tunnel was higher than that at the replica tunnel, while the proportion of conceptual talk was higher at the replica tunnel as compared to the real tunnel. The nature of the conceptual talk was similar at the two sites, and often relied on objects as ‘nodes’ of learning. Our findings suggest that visitors were sensorially engaged to a higher degree in the real, versus the replicated, setting. Given these findings, exhibition designers should think carefully about the goals of specific exhibit elements and privilege real objects and immersive experiences accordingly.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"4 4","pages":"266 - 276"},"PeriodicalIF":1.7,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21548455.2020.1831707","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72392858","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: 0

The role of epistemic beliefs in predicting citizen interest and engagement with science and technology 认知信念在预测公民对科学技术的兴趣和参与中的作用

IF 1.7

International Journal of Science Education Part B-Communication and Public Engagement Pub Date : 2020-06-08 DOI: 10.1080/21548455.2020.1774094

Hyesun Choung, Todd P. Newman, Neil Stenhouse

引用次数: 7

Science literacy in action: understanding scientific data presented in a citizen science platform by non-expert adults 科学素养在行动:理解非专业成年人在公民科学平台上呈现的科学数据

IF 1.7

International Journal of Science Education Part B-Communication and Public Engagement Pub Date : 2020-05-30 DOI: 10.1080/21548455.2020.1769877

Y. Golumbic, B. Fishbain, A. Baram‐Tsabari

{"title":"Science literacy in action: understanding scientific data presented in a citizen science platform by non-expert adults","authors":"Y. Golumbic, B. Fishbain, A. Baram‐Tsabari","doi":"10.1080/21548455.2020.1769877","DOIUrl":"https://doi.org/10.1080/21548455.2020.1769877","url":null,"abstract":"ABSTRACT Citizen science is transforming the ways scientific knowledge is created, in that citizens participate in active scientific research, and large scientific databases can be accessed online. However, data availability does not guarantee public use or the relevance of these resources. This paper addresses the ways in which non-expert adults involved in a citizen science initiative, perceive, understand and use its scientific information. Participants responded to an online questionnaire presenting air quality data from ‘Sensing the Air’ citizen science platform, followed by interpretation questions (n = 123). The results showed that 70% of participants were able to interpret the data presented in various visual representations. No differences were found between gender, age or education level. However, respondents with tertiary scientific education obtained higher average scores. Among users who had previous experience with the project, overall scores were higher, and differences based on respondents scientific education were fewer. This may suggest that while scientific education is important in providing skills for data interpretation, it is not the only way to acquire these skills. This study highlights the ability of non-experts to understand and apply scientific data in daily situations and the potential of citizen science to develop scientific skills, competencies and public understanding of science.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"252 1","pages":"232 - 247"},"PeriodicalIF":1.7,"publicationDate":"2020-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75202578","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: 15

Sharing the pi: are incentives an effective method of attracting a more diverse science festival audience? 分享圆周率:激励措施是吸引更多样化的科学节观众的有效方法吗?

IF 1.7

International Journal of Science Education Part B-Communication and Public Engagement Pub Date : 2020-05-07 DOI: 10.1080/21548455.2020.1753126

Cherry Canovan

{"title":"Sharing the pi: are incentives an effective method of attracting a more diverse science festival audience?","authors":"Cherry Canovan","doi":"10.1080/21548455.2020.1753126","DOIUrl":"https://doi.org/10.1080/21548455.2020.1753126","url":null,"abstract":"ABSTRACT Science festivals are seen as a success story for public engagement with science, with numbers rapidly growing. However, research has shown that attendees at such events tend to be more affluent, better-educated and more interested in science than populations at large. This has led to calls for research into how festivals can widen participation beyond the already engaged. This paper details the efforts of one festival to attract a more diverse audience through the use of a targeted ‘Community Pass’, offering attendees a free lunch, as well as by undertaking analysis of the characteristics that made individuals more likely to attend. The research shows that such a scheme can attract a very different audience to visit, albeit on a small scale due to cost implications. Working with existing community groups was shown to be the most effective method of distributing the passes, with recipients valuing a personal interaction with the distributor. There is also some suggestion that the incentive might nudge audiences who had a ‘fragile’ intention to attend the festival into actually visiting. However, more research is needed into whether larger-scale measures, such as employing community outreach officers, could have a more significant effect on overall attendance profiles.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"25 1","pages":"217 - 231"},"PeriodicalIF":1.7,"publicationDate":"2020-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90896189","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: 4

Aboriginal youth summer camp in science and health science: a Western Canadian university review of 10 years of successes and learning 土著青年夏令营在科学和健康科学:加拿大西部大学10年的成功和学习回顾

IF 1.7

International Journal of Science Education Part B-Communication and Public Engagement Pub Date : 2020-04-29 DOI: 10.1080/21548455.2020.1748743

N. Cheeptham, Star Mahara, Misty Antoine, Chadabhorn Insuk, Kara Loy

{"title":"Aboriginal youth summer camp in science and health science: a Western Canadian university review of 10 years of successes and learning","authors":"N. Cheeptham, Star Mahara, Misty Antoine, Chadabhorn Insuk, Kara Loy","doi":"10.1080/21548455.2020.1748743","DOIUrl":"https://doi.org/10.1080/21548455.2020.1748743","url":null,"abstract":"ABSTRACT Over the past ten years, a western-Canadian university has offered an annual on-campus summer science and health science camp for Aboriginal youth. The goal of this camp has been to enhance pathways to science and health science careers for high school students aged 13–15 years-old. The camp's core curriculum exposes youth to science and health sciences through fun and engaging activities. Students consistently reported that the camp helped strengthen connections between their learning in secondary school, potential university level education, and future career options in science and health science. This camp has been well received across British Columbia Aboriginal communities as evidenced by increasing enrollments and community member participation. As faculty and staff involved in the 10-year history of the summer camp, we reflect on our work for the purpose of informing others concerned with promoting science and health science careers for Aboriginal youth. Given a gap in the literature around planning and delivering successful science and health science-focused summer camps for Aboriginal youth, we offer this account of our successes and lessons learned for those planning or already engaged in implementing similar educational efforts.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"21 1","pages":"204 - 216"},"PeriodicalIF":1.7,"publicationDate":"2020-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85412820","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: 4

Green building education in the green museum: design strategies in eight case study museums 绿色博物馆中的绿色建筑教育:八个案例博物馆的设计策略

IF 1.7

International Journal of Science Education Part B-Communication and Public Engagement Pub Date : 2020-02-25 DOI: 10.1080/21548455.2020.1723182

Laura B. Cole, G. Lindsay, A. Akturk

{"title":"Green building education in the green museum: design strategies in eight case study museums","authors":"Laura B. Cole, G. Lindsay, A. Akturk","doi":"10.1080/21548455.2020.1723182","DOIUrl":"https://doi.org/10.1080/21548455.2020.1723182","url":null,"abstract":"ABSTRACT The choice to create or renovate museum buildings to green building standards is a growing trend for science museums. With access to green facilities comes the potential to extend informal science learning into the three-dimensional architectural environment. To examine how and if museums with green buildings interpret their buildings for the public, this study used photographs systematically taken by researchers in eight science museums across the United States. Results show that recycling, water, energy, green materials, and eco-landscaping were the top five green building themes interpreted by museums. Moreover, all museums use the passive strategy of educational signage to communicate green building themes, though several museums attempted to provide more active, hands-on learning opportunities. The analysis additionally uncovered a series of distinct strategic choices museums made concerning centralized versus decentralized displays, media types, passive versus active engagement, and targeting a range of visitor outcomes from green knowledge to behaviors. The potential for enhancing green building education in museums with certified green buildings is discussed.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"31 1","pages":"149 - 165"},"PeriodicalIF":1.7,"publicationDate":"2020-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91257265","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