Pub Date : 2022-12-26DOI: 10.1080/21548455.2022.2155495
Nichole Bennett, A. Dudo, J. Besley
ABSTRACT Science communication training programs aim to provide scientists with the skills and confidence to interface with the public about their research. But past research suggests science communication training programs lack strategy, focusing instead on narrow skill-building. Science communication fellowships may differ from other training programs in that they are longer, more intensive, and experiential. For these reasons, they have the potential to be more effective than traditional science communication workshops. This study employs interviews with fellowship directors to explore these programs’ curricula, evaluation, and infrastructure. Findings suggest that these programs differ in key ways from other science communication training programs due to their intensive, experiential nature and the ways in which they connect fellows with real-life opportunities to practice communication skills. However, these programs suffer from a lack of evaluation and interaction between programs. We conclude with a few ways these programs might increase their impact through (1) prioritizing strategic communication, (2) interacting with other programs, and (3) evaluating their efforts.
{"title":"The form and function of U.S.-based science communication fellowship programs: interviews with program directors","authors":"Nichole Bennett, A. Dudo, J. Besley","doi":"10.1080/21548455.2022.2155495","DOIUrl":"https://doi.org/10.1080/21548455.2022.2155495","url":null,"abstract":"ABSTRACT Science communication training programs aim to provide scientists with the skills and confidence to interface with the public about their research. But past research suggests science communication training programs lack strategy, focusing instead on narrow skill-building. Science communication fellowships may differ from other training programs in that they are longer, more intensive, and experiential. For these reasons, they have the potential to be more effective than traditional science communication workshops. This study employs interviews with fellowship directors to explore these programs’ curricula, evaluation, and infrastructure. Findings suggest that these programs differ in key ways from other science communication training programs due to their intensive, experiential nature and the ways in which they connect fellows with real-life opportunities to practice communication skills. However, these programs suffer from a lack of evaluation and interaction between programs. We conclude with a few ways these programs might increase their impact through (1) prioritizing strategic communication, (2) interacting with other programs, and (3) evaluating their efforts.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"4 1","pages":"230 - 244"},"PeriodicalIF":1.7,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88085910","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 : 2022-12-05DOI: 10.1080/21548455.2022.2153094
Wahyu Setioko, Lin Ding
ABSTRACT This study explores parents’ views of science as a family sociocultural background that influences how parents support children’s science talk as they engage in a science activity together at home. We focus on Indonesian families as they have distinct sociocultural characteristics that may yield different parent–child interactions than their Western counterparts in informal science learning settings. A microethnography approach and thematic discourse analysis are employed to capture the parent–child science talk and interactions. Findings show that Indonesian parent–child interactions are directive and collectivist in nature. Parents tend to lead learning at home, and the other family members voluntarily participate. Through their science talks, Indonesian parents engaged children in the science activity using explanatory talk, corrective feedback, and real-world connections. Throughout the interactions, the parents emphasized particular science knowledge and practices based on their views of science. We present three cases where the parents viewed science as a hypothesis-testing practice, as knowledge related to everyday phenomena, and as an inference-making process. Their talks and support for children’s learning varied due to these different views of science. The study adds to the limited literature on parent–child interactions in informal science learning in non-Western contexts.
{"title":"Influence of parents’ views about science on parent–child science talk at home","authors":"Wahyu Setioko, Lin Ding","doi":"10.1080/21548455.2022.2153094","DOIUrl":"https://doi.org/10.1080/21548455.2022.2153094","url":null,"abstract":"ABSTRACT This study explores parents’ views of science as a family sociocultural background that influences how parents support children’s science talk as they engage in a science activity together at home. We focus on Indonesian families as they have distinct sociocultural characteristics that may yield different parent–child interactions than their Western counterparts in informal science learning settings. A microethnography approach and thematic discourse analysis are employed to capture the parent–child science talk and interactions. Findings show that Indonesian parent–child interactions are directive and collectivist in nature. Parents tend to lead learning at home, and the other family members voluntarily participate. Through their science talks, Indonesian parents engaged children in the science activity using explanatory talk, corrective feedback, and real-world connections. Throughout the interactions, the parents emphasized particular science knowledge and practices based on their views of science. We present three cases where the parents viewed science as a hypothesis-testing practice, as knowledge related to everyday phenomena, and as an inference-making process. Their talks and support for children’s learning varied due to these different views of science. The study adds to the limited literature on parent–child interactions in informal science learning in non-Western contexts.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"54 1","pages":"195 - 215"},"PeriodicalIF":1.7,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79256750","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 : 2022-12-05DOI: 10.1080/21548455.2022.2151853
L. Burke, Dina Al-khooly, K. Schaffer
ABSTRACT This article details the learning experiences emerging from a research collaboration between a university-based research team and an informal education provider (the STEM Academy). The aim was to enhance the community responsiveness of a series of science clubs for children living in low-income communities in a metropolitan area of Canada. The study examined a new afterschool science club that ran for seven months, serving 20 children aged 8-11. Data sources included focus groups and individual interviews with children attending the club, semi-structured interviews with club staffers and school-based educators associated with the children, and detailed field notes made by a researcher-volunteer after every club session. Data was analyzed using a constant comparative approach which revealed four key lessons that the STEM Academy gained from this experimental club space: (i) Community responsiveness requires power sharing in multiple dimensions; (ii) Enjoying informal science learning can support formal science learning; (iii) The informal club context attends to children's needs and interests beyond science; and (iv) Territorial lines are blurred in community-responsive ventures. The experimental club allowed us to identify and recommend certain approaches for other informal education providers seeking to become more locally relevant (even those operating at multiple sites).
{"title":"Challenges and triumphs of taking a research-informed approach toward improving community responsiveness across a community-based science club program","authors":"L. Burke, Dina Al-khooly, K. Schaffer","doi":"10.1080/21548455.2022.2151853","DOIUrl":"https://doi.org/10.1080/21548455.2022.2151853","url":null,"abstract":"ABSTRACT This article details the learning experiences emerging from a research collaboration between a university-based research team and an informal education provider (the STEM Academy). The aim was to enhance the community responsiveness of a series of science clubs for children living in low-income communities in a metropolitan area of Canada. The study examined a new afterschool science club that ran for seven months, serving 20 children aged 8-11. Data sources included focus groups and individual interviews with children attending the club, semi-structured interviews with club staffers and school-based educators associated with the children, and detailed field notes made by a researcher-volunteer after every club session. Data was analyzed using a constant comparative approach which revealed four key lessons that the STEM Academy gained from this experimental club space: (i) Community responsiveness requires power sharing in multiple dimensions; (ii) Enjoying informal science learning can support formal science learning; (iii) The informal club context attends to children's needs and interests beyond science; and (iv) Territorial lines are blurred in community-responsive ventures. The experimental club allowed us to identify and recommend certain approaches for other informal education providers seeking to become more locally relevant (even those operating at multiple sites).","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"19 1","pages":"149 - 169"},"PeriodicalIF":1.7,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82549549","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 : 2022-11-02DOI: 10.1080/21548455.2022.2139165
C. Wilkinson, Elena Milani, A. Ridgway, E. Weitkamp
ABSTRACT As the ecosystem of actors communicating science has become more complex, there is a need to understand the motivations and deterrents of those involved in the communication of science, technology and health topics. This article reports on a survey of 465 communication actors based in seven European countries. The findings suggest strong commonalities between role and country, with personal enthusiasm a key motivator, and from a theoretical perspective, these motivations can be viewed as relatively pragmatic. More variation was found between countries and roles in barriers to communication, though these suggest a perception that institutions do not value this work.
{"title":"Motivations and deterrents in contemporary science communication: a questionnaire survey of actors in seven European countries","authors":"C. Wilkinson, Elena Milani, A. Ridgway, E. Weitkamp","doi":"10.1080/21548455.2022.2139165","DOIUrl":"https://doi.org/10.1080/21548455.2022.2139165","url":null,"abstract":"ABSTRACT As the ecosystem of actors communicating science has become more complex, there is a need to understand the motivations and deterrents of those involved in the communication of science, technology and health topics. This article reports on a survey of 465 communication actors based in seven European countries. The findings suggest strong commonalities between role and country, with personal enthusiasm a key motivator, and from a theoretical perspective, these motivations can be viewed as relatively pragmatic. More variation was found between countries and roles in barriers to communication, though these suggest a perception that institutions do not value this work.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"102 1","pages":"131 - 148"},"PeriodicalIF":1.7,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80593569","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 : 2022-10-27DOI: 10.1080/21548455.2022.2137706
Todd A. Harwell, R. Low, A. Mattheis, Kelly Riedinger, H. Fischer
ABSTRACT Citizen science, a field and practice that commonly involves ‘non experts’ engaging in scientific activities, is an avenue of science engagement that commonly results in increased scientific knowledge, literacy, and skills for the volunteers that participate. In recent years there have been increasing efforts to better understand the myriad outcomes for participants including how personal dimensions of these citizen science volunteers, such as their identities, background, cultures, and experiences, contribute to their relationships with citizen science as well as the broader field of STEM. While previous studies have acknowledged the lack of demographic diversity in terms of gender, race/ethnicity, education, and socioeconomic status, there remains little record of the sexual orientation and/or gender identity of citizen science volunteers. The aim of this study was to understand the personal dimensions of engaging LGBTQ+ volunteers in citizen science including the relationships between their queer and science identities. Based on the perspectives and experiences of 14 LGBTQ+ citizen science volunteers as shared in semi-structured interviews, this article suggests that citizen science practitioners have the potential to reduce barriers faced by queer citizen science volunteers by taking actions and enacting strategies that welcome, respect, involve, and retain LGBTQ+ participants.
{"title":"Is citizen science queering science? An exploration of the personal dimensions of engaging LGBTQ+ citizen science volunteers","authors":"Todd A. Harwell, R. Low, A. Mattheis, Kelly Riedinger, H. Fischer","doi":"10.1080/21548455.2022.2137706","DOIUrl":"https://doi.org/10.1080/21548455.2022.2137706","url":null,"abstract":"ABSTRACT Citizen science, a field and practice that commonly involves ‘non experts’ engaging in scientific activities, is an avenue of science engagement that commonly results in increased scientific knowledge, literacy, and skills for the volunteers that participate. In recent years there have been increasing efforts to better understand the myriad outcomes for participants including how personal dimensions of these citizen science volunteers, such as their identities, background, cultures, and experiences, contribute to their relationships with citizen science as well as the broader field of STEM. While previous studies have acknowledged the lack of demographic diversity in terms of gender, race/ethnicity, education, and socioeconomic status, there remains little record of the sexual orientation and/or gender identity of citizen science volunteers. The aim of this study was to understand the personal dimensions of engaging LGBTQ+ volunteers in citizen science including the relationships between their queer and science identities. Based on the perspectives and experiences of 14 LGBTQ+ citizen science volunteers as shared in semi-structured interviews, this article suggests that citizen science practitioners have the potential to reduce barriers faced by queer citizen science volunteers by taking actions and enacting strategies that welcome, respect, involve, and retain LGBTQ+ participants.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"414 1","pages":"116 - 130"},"PeriodicalIF":1.7,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84894754","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 : 2022-10-02DOI: 10.1080/21548455.2022.2136985
B. Lewenstein, A. Baram‐Tsabari
ABSTRACT To advance science communication training, we use learning theory to build on an earlier effort to create a comprehensive list of topics for learning science communication. We identify threshold concepts that can help learners move through the community of practice of science communication. We organize the topics as essential or advanced, and specify their relevance to occasional, active, and professional science communicators. We understand learning progressions as a way to structure movement within a community of practice, especially the development of stronger identity as a science communicator. We believe this approach can lead to development of formal learning progressions for structuring science communication training. Our goal is to help move science communication training from an opportunistic activity drawing on the particular interests and skills of individual trainers to a more systematic enterprise.
{"title":"How should we organize science communication trainings to achieve competencies?","authors":"B. Lewenstein, A. Baram‐Tsabari","doi":"10.1080/21548455.2022.2136985","DOIUrl":"https://doi.org/10.1080/21548455.2022.2136985","url":null,"abstract":"ABSTRACT To advance science communication training, we use learning theory to build on an earlier effort to create a comprehensive list of topics for learning science communication. We identify threshold concepts that can help learners move through the community of practice of science communication. We organize the topics as essential or advanced, and specify their relevance to occasional, active, and professional science communicators. We understand learning progressions as a way to structure movement within a community of practice, especially the development of stronger identity as a science communicator. We believe this approach can lead to development of formal learning progressions for structuring science communication training. Our goal is to help move science communication training from an opportunistic activity drawing on the particular interests and skills of individual trainers to a more systematic enterprise.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"7 1","pages":"289 - 308"},"PeriodicalIF":1.7,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80084060","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 : 2022-09-19DOI: 10.1080/21548455.2022.2123260
Miguel García-Guerrero, B. Lewenstein
ABSTRACT Science Recreation Workshops (SRW) are engaging activities intended to create scientific experiences for participants, who play with natural phenomena while they explore, discover, discuss, and learn about them. They take people into a first-hand scientific adventure. SRW’s do not demand a lot of resources to develop, that is why SRW’s groups can operate ‘guerrilla-like’ tactics: with fast-moving and small-scale actions to get people to enjoy and learn science in all kinds of contexts. It is possible to take SRW’s to a wide variety of places: museums, parks, schools, public squares, streets, marginal neighborhoods, and small towns. It could be said that SRW’s present an interesting dichotomy: their versatility allows them to go where other science communication activities cannot reach, but they hardly appear in the literature on informal science education or public communication of science and technology. SRW’s have developed without barely having scholarly discussion about them, but this kind of work poses constraints for their development. Tasks such as improving their activities, training new practitioners, and impact evaluation demand for a solid bedrock. In this article, we intend to characterize SRW’s – alongside the organizations devoted to their development–, in an initial effort to spark discussion about them.
{"title":"Characterizing science recreation workshops: the ‘guerrilla' of science communication","authors":"Miguel García-Guerrero, B. Lewenstein","doi":"10.1080/21548455.2022.2123260","DOIUrl":"https://doi.org/10.1080/21548455.2022.2123260","url":null,"abstract":"ABSTRACT Science Recreation Workshops (SRW) are engaging activities intended to create scientific experiences for participants, who play with natural phenomena while they explore, discover, discuss, and learn about them. They take people into a first-hand scientific adventure. SRW’s do not demand a lot of resources to develop, that is why SRW’s groups can operate ‘guerrilla-like’ tactics: with fast-moving and small-scale actions to get people to enjoy and learn science in all kinds of contexts. It is possible to take SRW’s to a wide variety of places: museums, parks, schools, public squares, streets, marginal neighborhoods, and small towns. It could be said that SRW’s present an interesting dichotomy: their versatility allows them to go where other science communication activities cannot reach, but they hardly appear in the literature on informal science education or public communication of science and technology. SRW’s have developed without barely having scholarly discussion about them, but this kind of work poses constraints for their development. Tasks such as improving their activities, training new practitioners, and impact evaluation demand for a solid bedrock. In this article, we intend to characterize SRW’s – alongside the organizations devoted to their development–, in an initial effort to spark discussion about them.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"201 1","pages":"84 - 97"},"PeriodicalIF":1.7,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75690447","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 : 2022-09-19DOI: 10.1080/21548455.2022.2123723
L. B. Chisari, A. Bakker, S. Akkerman
ABSTRACT School–university partnerships can be fertile environments for collaboration by educators and researchers. So far, studies of these partnerships have mostly focused on identifying partnership challenges and presenting them as difficulties to be prevented or solved. In this case study, we examine challenges in relation to the partnership’s future directions, using a boundary-crossing perspective. We pose that some challenges, experienced by partners as discontinuities in perspectives and/or practices, are connected to envisioned opportunities for boundary crossing, and thus hold potential for partnership advancement. We provide proof of concept by analysing the challenges and opportunities of a STEM school–university partnership between 48 high schools and two universities (one research university and one applied sciences university) that offers an enrichment program for secondary school students and teachers. Data involved partnership documents, 12 semi-structured interviews, and 42 survey responses from partners of schools and universities. By presenting this case study, we show that partnership challenges are connected to expansive opportunities posed by partners, and this connection is relevant to the advancement of the program and the collaboration between partners, as well as the emergence of new purposes.
{"title":"Seeing and seeking relevance in the challenges of a STEM school–university partnership","authors":"L. B. Chisari, A. Bakker, S. Akkerman","doi":"10.1080/21548455.2022.2123723","DOIUrl":"https://doi.org/10.1080/21548455.2022.2123723","url":null,"abstract":"ABSTRACT School–university partnerships can be fertile environments for collaboration by educators and researchers. So far, studies of these partnerships have mostly focused on identifying partnership challenges and presenting them as difficulties to be prevented or solved. In this case study, we examine challenges in relation to the partnership’s future directions, using a boundary-crossing perspective. We pose that some challenges, experienced by partners as discontinuities in perspectives and/or practices, are connected to envisioned opportunities for boundary crossing, and thus hold potential for partnership advancement. We provide proof of concept by analysing the challenges and opportunities of a STEM school–university partnership between 48 high schools and two universities (one research university and one applied sciences university) that offers an enrichment program for secondary school students and teachers. Data involved partnership documents, 12 semi-structured interviews, and 42 survey responses from partners of schools and universities. By presenting this case study, we show that partnership challenges are connected to expansive opportunities posed by partners, and this connection is relevant to the advancement of the program and the collaboration between partners, as well as the emergence of new purposes.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"21 1","pages":"99 - 115"},"PeriodicalIF":1.7,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82768576","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 : 2022-09-19DOI: 10.1080/21548455.2022.2120781
David W. Jackson
ABSTRACT Student engagement is a central concept for educational practitioners, researchers, and evaluators, especially working with learners historically minoritised in science developing their self-efficacy. Design-oriented projects in invention education show potential for promoting equitable engagement, partly by building upon learners’ sociocultural backgrounds and experiences. However, the relationship between more social and more individual conceptions of student engagement is not yet well understood. We took a cultural psychology approach to design-based research for planning, implementing, and analysing a five-day camp in the Northeast US, wherein grades 6–8 students invented an electronic door and a free-choice invention. Our mixed-methods case study for convergence revealed some statistically significant changes in engagement and self-efficacy for inventing, which qualitative analyses suggest were related to campers' cognitive self-efficacy for ability with technology, campers' perceived agency for inter- and trans-disciplinary approaches to inventing, and the camp's social infrastructure for student participation. Further, we found evidence differentiating individual and social levels of affective/emotional, behavioural, and cognitive engagement, supporting a six-part model over previous three- and four-part models. We conclude with conjectures about the camp's enactment, learning processes, and outcomes, providing an educational model that could be useful in designing similar environments for user- or activity-centred design projects.
{"title":"‘Magic’ or ‘maybe … other years’: designing for young adolescents’ engagement and self-efficacy in an invention camp","authors":"David W. Jackson","doi":"10.1080/21548455.2022.2120781","DOIUrl":"https://doi.org/10.1080/21548455.2022.2120781","url":null,"abstract":"ABSTRACT Student engagement is a central concept for educational practitioners, researchers, and evaluators, especially working with learners historically minoritised in science developing their self-efficacy. Design-oriented projects in invention education show potential for promoting equitable engagement, partly by building upon learners’ sociocultural backgrounds and experiences. However, the relationship between more social and more individual conceptions of student engagement is not yet well understood. We took a cultural psychology approach to design-based research for planning, implementing, and analysing a five-day camp in the Northeast US, wherein grades 6–8 students invented an electronic door and a free-choice invention. Our mixed-methods case study for convergence revealed some statistically significant changes in engagement and self-efficacy for inventing, which qualitative analyses suggest were related to campers' cognitive self-efficacy for ability with technology, campers' perceived agency for inter- and trans-disciplinary approaches to inventing, and the camp's social infrastructure for student participation. Further, we found evidence differentiating individual and social levels of affective/emotional, behavioural, and cognitive engagement, supporting a six-part model over previous three- and four-part models. We conclude with conjectures about the camp's enactment, learning processes, and outcomes, providing an educational model that could be useful in designing similar environments for user- or activity-centred design projects.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"63 1","pages":"374 - 393"},"PeriodicalIF":1.7,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85895191","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 : 2022-09-15DOI: 10.1080/21548455.2022.2123259
Sara K. Yeo, Leona Yi-Fan Su, M. Cacciatore, Jennifer Shiyue Zhang, Meaghan McKasy
ABSTRACT Humor is widespread in communication and its use in the context of science is no exception. Although science jokes are pervasive on social media, we are only beginning to understand the mechanisms through which humor affects people’s attitudes, opinions, and perceptions of scientific topics. Here, we add to our understanding of how funny science content influences attitude formation and behavioral intentions; these results can help communicators make strategic decisions related to humor’s use in real-world practice. Extending recent work in science communication, this study aims to understand the conditional nature of the mechanism by which funny images about three different scientific topics, combined with verbal humor, affects people’s social media engagement intentions by eliciting mirth. Our results offer evidence that choices about which humor types to employ matter when it comes to communicating scientific topics. For two of the three topics, artificial intelligence and microbiomes, exposure to different humor types resulted in different levels of mirth and humor’s effect on engagement intentions was moderated by respondents’ need for humor. However, humor did not have the same effect on global warming engagement intentions. Our findings have implications for the practice of, training, and scholarship in science communication.
{"title":"The differential effects of humor on three scientific issues: global warming, artificial intelligence, and microbiomes","authors":"Sara K. Yeo, Leona Yi-Fan Su, M. Cacciatore, Jennifer Shiyue Zhang, Meaghan McKasy","doi":"10.1080/21548455.2022.2123259","DOIUrl":"https://doi.org/10.1080/21548455.2022.2123259","url":null,"abstract":"ABSTRACT Humor is widespread in communication and its use in the context of science is no exception. Although science jokes are pervasive on social media, we are only beginning to understand the mechanisms through which humor affects people’s attitudes, opinions, and perceptions of scientific topics. Here, we add to our understanding of how funny science content influences attitude formation and behavioral intentions; these results can help communicators make strategic decisions related to humor’s use in real-world practice. Extending recent work in science communication, this study aims to understand the conditional nature of the mechanism by which funny images about three different scientific topics, combined with verbal humor, affects people’s social media engagement intentions by eliciting mirth. Our results offer evidence that choices about which humor types to employ matter when it comes to communicating scientific topics. For two of the three topics, artificial intelligence and microbiomes, exposure to different humor types resulted in different levels of mirth and humor’s effect on engagement intentions was moderated by respondents’ need for humor. However, humor did not have the same effect on global warming engagement intentions. Our findings have implications for the practice of, training, and scholarship in science communication.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"51 1","pages":"59 - 83"},"PeriodicalIF":1.7,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91359646","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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