Pub Date : 2023-09-03DOI: 10.1080/21548455.2023.2251188
S. Salehjee, Mike Watts
{"title":"A pedagogy for success: two stories from STEM","authors":"S. Salehjee, Mike Watts","doi":"10.1080/21548455.2023.2251188","DOIUrl":"https://doi.org/10.1080/21548455.2023.2251188","url":null,"abstract":"","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"28 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84249794","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}
Pub Date : 2023-08-22DOI: 10.1080/21548455.2023.2244645
Y. Manyukhina, N. Haywood, K. Davies, D. Wyse
{"title":"Young children’s agency in the science museum: insights from the use of storytelling in object-rich galleries","authors":"Y. Manyukhina, N. Haywood, K. Davies, D. Wyse","doi":"10.1080/21548455.2023.2244645","DOIUrl":"https://doi.org/10.1080/21548455.2023.2244645","url":null,"abstract":"","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"117 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76116791","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}
Pub Date : 2023-08-22DOI: 10.1080/21548455.2023.2238872
Jennifer A. Crayne, Carla Herrán, D. Sumy, M. Benne, Todd P. Shagott, L. Peek
{"title":"Public education about ShakeAlert® earthquake early warning: evaluation of an animated video in English and Spanish","authors":"Jennifer A. Crayne, Carla Herrán, D. Sumy, M. Benne, Todd P. Shagott, L. Peek","doi":"10.1080/21548455.2023.2238872","DOIUrl":"https://doi.org/10.1080/21548455.2023.2238872","url":null,"abstract":"","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"5 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79377171","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}
Pub Date : 2023-07-23DOI: 10.1080/21548455.2023.2238871
M. Kersting, Jackie Bondell, Rolf Steier, Mark Myers
{"title":"Virtual reality in astronomy education: reflecting on design principles through a dialogue between researchers and practitioners","authors":"M. Kersting, Jackie Bondell, Rolf Steier, Mark Myers","doi":"10.1080/21548455.2023.2238871","DOIUrl":"https://doi.org/10.1080/21548455.2023.2238871","url":null,"abstract":"","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"11 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91051042","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}
Pub Date : 2023-05-23DOI: 10.1080/21548455.2023.2216340
K. Busch, Lynn Chesnut, Kathryn Stevenson, Lincoln Larson, Allison Black-Maier, C. Yelton, Darrell Stover
{"title":"Collaborative capacity-building for collective evaluation: a case study with informal science education centers","authors":"K. Busch, Lynn Chesnut, Kathryn Stevenson, Lincoln Larson, Allison Black-Maier, C. Yelton, Darrell Stover","doi":"10.1080/21548455.2023.2216340","DOIUrl":"https://doi.org/10.1080/21548455.2023.2216340","url":null,"abstract":"","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"38 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90182205","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}
Pub Date : 2023-05-03DOI: 10.1080/21548455.2023.2199129
A. Hadjichambis, D. Paraskeva-Hadjichambi, Yiannis Georgiou, A. Adamou
{"title":"How can we transform citizens into ‘environmental agents of change'? Towards the citizen science for environmental citizenship (CS4EC) theoretical framework based on a meta-synthesis approach","authors":"A. Hadjichambis, D. Paraskeva-Hadjichambi, Yiannis Georgiou, A. Adamou","doi":"10.1080/21548455.2023.2199129","DOIUrl":"https://doi.org/10.1080/21548455.2023.2199129","url":null,"abstract":"","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"88 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82676260","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}
Pub Date : 2023-03-30DOI: 10.1080/21548455.2023.2195576
Alandeom W. Oliveira, Oana Mirel, A. Brown
This exploratory study examines an instructional activity in which undergraduate biology students at a Canadian university who, after receiving instruction from an expert science communicator on how to publicly address pseudoscience in online media, were asked to research online a pseudoscienti fi c news of their choice, demonstrate how they would publicly address a pseudoscience-believing audience, and self-assess their communicative performances. An analysis of students ’ written re fl ections showed that participation in this activity fostered recognition of the importance of dialogue, with most students adopting an audience-centered (dialogic) stance that took into account the public ’ s interpersonal needs (respect, empathy), communicative needs (comprehensible input) and epistemic needs (scienti fi c knowledge). Yet, inspection of video-recordings of their oral presentations revealed that some students took a combative communicative approach – communicated in ways that suggested a confrontational attitude toward the public that was inconsistent with their dialogic views. Acknowledging interpersonal di ffi culties associated with the act of implementing their dialogical views, these students stressed the challenging nature of public science communication about fake news. It is argued that, fully developing communicative competence to address fake news requires extended and sustained instruction that allows students to progressively hone their communication skills.
{"title":"‘I invite you to take a sip from the golden fountain and confirm these statements for yourself’: preparing undergraduate science students to publicly address pseudoscientific news","authors":"Alandeom W. Oliveira, Oana Mirel, A. Brown","doi":"10.1080/21548455.2023.2195576","DOIUrl":"https://doi.org/10.1080/21548455.2023.2195576","url":null,"abstract":"This exploratory study examines an instructional activity in which undergraduate biology students at a Canadian university who, after receiving instruction from an expert science communicator on how to publicly address pseudoscience in online media, were asked to research online a pseudoscienti fi c news of their choice, demonstrate how they would publicly address a pseudoscience-believing audience, and self-assess their communicative performances. An analysis of students ’ written re fl ections showed that participation in this activity fostered recognition of the importance of dialogue, with most students adopting an audience-centered (dialogic) stance that took into account the public ’ s interpersonal needs (respect, empathy), communicative needs (comprehensible input) and epistemic needs (scienti fi c knowledge). Yet, inspection of video-recordings of their oral presentations revealed that some students took a combative communicative approach – communicated in ways that suggested a confrontational attitude toward the public that was inconsistent with their dialogic views. Acknowledging interpersonal di ffi culties associated with the act of implementing their dialogical views, these students stressed the challenging nature of public science communication about fake news. It is argued that, fully developing communicative competence to address fake news requires extended and sustained instruction that allows students to progressively hone their communication skills.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"50 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78270931","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}
Pub Date : 2023-03-16DOI: 10.1080/21548455.2023.2185829
Emily Burwell, Ankita Agarwal, W. Romine
{"title":"Understanding communication about the COVID-19 vaccines: analysis of emergent sentiments and topics of discussion on Twitter during the initial phase of the vaccine rollout","authors":"Emily Burwell, Ankita Agarwal, W. Romine","doi":"10.1080/21548455.2023.2185829","DOIUrl":"https://doi.org/10.1080/21548455.2023.2185829","url":null,"abstract":"","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"164 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86378954","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}
Pub Date : 2023-03-05DOI: 10.1080/21548455.2023.2179378
Maximilian Sherard, Flávio S. Azevedo
ABSTRACT We present a novel method for the critical analysis of professional scientists’ communications with the public. The method blends Entman’s (2007) [Framing bias: Media in the distribution of power. Journal of Communication, 57(1), 163–173)] framing theory and van Leeuwen’s (1996) [The representation of social actors. In C. R. Caldas-Coulthard, & M. Coulthard (Eds.), Texts and practices readings in critical discourse analysis (pp. 32–104). Routledge] sociosemantic analysis to distill the relationship between written texts and larger political discourses circulating in society. We demonstrate our novel method by comparing two articles from a popular science publication, both of which discuss issues of gender equity in the professional STEM community. We close by discussing the affordances and limitations of our novel method and offering possible extensions of our method for future research.
我们提出了一种新的方法来批判性地分析专业科学家与公众的交流。该方法融合了Entman(2007)的[框架偏见:权力分配中的媒体]。[j] .传媒学报，2006(1):1 - 3。在C. R. Caldas-Coulthard， & M. Coulthard(主编)，文本和实践阅读在批判话语分析(pp. 32-104)。社会语义学分析，以提炼书面文本与社会中流通的更大的政治话语之间的关系。我们通过比较来自科普出版物的两篇文章来展示我们的新方法，这两篇文章都讨论了专业STEM社区的性别平等问题。最后，我们讨论了我们的新方法的优点和局限性，并为未来的研究提供了我们的方法的可能扩展。
{"title":"A method for the critical analysis of science communication texts","authors":"Maximilian Sherard, Flávio S. Azevedo","doi":"10.1080/21548455.2023.2179378","DOIUrl":"https://doi.org/10.1080/21548455.2023.2179378","url":null,"abstract":"ABSTRACT We present a novel method for the critical analysis of professional scientists’ communications with the public. The method blends Entman’s (2007) [Framing bias: Media in the distribution of power. Journal of Communication, 57(1), 163–173)] framing theory and van Leeuwen’s (1996) [The representation of social actors. In C. R. Caldas-Coulthard, & M. Coulthard (Eds.), Texts and practices readings in critical discourse analysis (pp. 32–104). Routledge] sociosemantic analysis to distill the relationship between written texts and larger political discourses circulating in society. We demonstrate our novel method by comparing two articles from a popular science publication, both of which discuss issues of gender equity in the professional STEM community. We close by discussing the affordances and limitations of our novel method and offering possible extensions of our method for future research.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"3 1","pages":"328 - 344"},"PeriodicalIF":1.7,"publicationDate":"2023-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77809697","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}
Pub Date : 2023-03-05DOI: 10.1080/21548455.2023.2179381
Martha Marandino, E. Pedretti, A. María, Navas Iannini
ABSTRACT This paper explores how biodiversity is represented at the Life in Crisis Schad Gallery of Biodiversity (Royal Ontario Museum, Toronto). Using theoretical perspectives related to science, technology, society and environment (STSE), and biodiversity in science museums, we conducted a qualitative case study of the exhibit. Data collection included records of the exhibit through photos and videos; field notes; in-depth interviews with two museum professionals; and collection of documents and artifacts. The first analytical stage, based on inductive analysis, revealed that biodiversity is being represented as an ‘unknown’ topic, a loss and an unfinished narrative. The second analytical stage, deductively supported by the STSE framework, reflected a prominent logical reasoning angle, through which biological perspectives are routinary reflected in the exhibit. Our analyses also revealed hints of environmental ethics, stewardship, socio-ecojustice and value-centered views often associated in the exhibit with worldwide environmental issues and the idea of generic human beings. Our study suggests that the STSE lens can provide a framework to support the work of science museums around topics like biodiversity. It also highlights the importance of bringing local perspectives to the exhibit content, engaging with critical pedagogical strategies and amplifying the concept of sociobiodiversity.
{"title":"Representing biodiversity in science museums: perspectives from an STSE lens","authors":"Martha Marandino, E. Pedretti, A. María, Navas Iannini","doi":"10.1080/21548455.2023.2179381","DOIUrl":"https://doi.org/10.1080/21548455.2023.2179381","url":null,"abstract":"ABSTRACT\u0000 This paper explores how biodiversity is represented at the Life in Crisis Schad Gallery of Biodiversity (Royal Ontario Museum, Toronto). Using theoretical perspectives related to science, technology, society and environment (STSE), and biodiversity in science museums, we conducted a qualitative case study of the exhibit. Data collection included records of the exhibit through photos and videos; field notes; in-depth interviews with two museum professionals; and collection of documents and artifacts. The first analytical stage, based on inductive analysis, revealed that biodiversity is being represented as an ‘unknown’ topic, a loss and an unfinished narrative. The second analytical stage, deductively supported by the STSE framework, reflected a prominent logical reasoning angle, through which biological perspectives are routinary reflected in the exhibit. Our analyses also revealed hints of environmental ethics, stewardship, socio-ecojustice and value-centered views often associated in the exhibit with worldwide environmental issues and the idea of generic human beings. Our study suggests that the STSE lens can provide a framework to support the work of science museums around topics like biodiversity. It also highlights the importance of bringing local perspectives to the exhibit content, engaging with critical pedagogical strategies and amplifying the concept of sociobiodiversity.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"19 1","pages":"362 - 380"},"PeriodicalIF":1.7,"publicationDate":"2023-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81677692","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}
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