Pub Date : 2022-09-12DOI: 10.1080/21548455.2022.2120782
Laura Rodriguez, T. Campbell, J. Volin, D. M. Moss
ABSTRACT Our multiple case study addresses the lack of opportunities many people have developing positive identification with STEM (science, technology, engineering, math) fields by investigating STEM identity authoring in three intergenerational collaborative partnerships. Adult and teen partners participated in two-day workshops learning conservation science and geospatial technologies to design and implement community projects. Our research examined how the design and implementation of intergenerational projects provided opportunities to: (1) demonstrate competence in STEM knowledge and understandings, (2) participate in performances of STEM practices, and (3) be recognized for competence and performances in STEM fields. Qualitative methods were used throughout. Data consisted of field observations followed by separate semi-structured interviews with each partner. Artifacts such as presentation posters, online maps and websites, educational materials (e.g., pamphlets and booklets), email, and forum posts were used as secondary data sources. We found STEM identities were promoted in intergenerational collaborative partnerships when personal resources and conservation science competences and performances were positively recognized by meaningful others. Our findings inform how informal STEM education programs can foster positive identification with STEM fields that may lead to increased participation in STEM pursuits across the lifespan, and likely have similar implications for formal STEM learning as well.
{"title":"Authoring STEM identities through intergenerational collaborative partnerships","authors":"Laura Rodriguez, T. Campbell, J. Volin, D. M. Moss","doi":"10.1080/21548455.2022.2120782","DOIUrl":"https://doi.org/10.1080/21548455.2022.2120782","url":null,"abstract":"ABSTRACT Our multiple case study addresses the lack of opportunities many people have developing positive identification with STEM (science, technology, engineering, math) fields by investigating STEM identity authoring in three intergenerational collaborative partnerships. Adult and teen partners participated in two-day workshops learning conservation science and geospatial technologies to design and implement community projects. Our research examined how the design and implementation of intergenerational projects provided opportunities to: (1) demonstrate competence in STEM knowledge and understandings, (2) participate in performances of STEM practices, and (3) be recognized for competence and performances in STEM fields. Qualitative methods were used throughout. Data consisted of field observations followed by separate semi-structured interviews with each partner. Artifacts such as presentation posters, online maps and websites, educational materials (e.g., pamphlets and booklets), email, and forum posts were used as secondary data sources. We found STEM identities were promoted in intergenerational collaborative partnerships when personal resources and conservation science competences and performances were positively recognized by meaningful others. Our findings inform how informal STEM education programs can foster positive identification with STEM fields that may lead to increased participation in STEM pursuits across the lifespan, and likely have similar implications for formal STEM learning as well.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"41 1","pages":"40 - 58"},"PeriodicalIF":1.7,"publicationDate":"2022-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81448260","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 : 2022-08-11DOI: 10.1080/21548455.2022.2100940
Yong Ju Jung, Devon Purington Whalen, H. Zimmerman
ABSTRACT Epistemic agency is situated within social, cultural, and material contexts of learning. Making and inventing supports children’s and families’ creative thinking, problem-solving, and knowledge construction, through which they are positioned as active knowledge agents and their epistemic agency is represented. This article examines how the epistemic agency of children and parents shifted as they engaged in making activities in a museum-based makerspace. Through video-based, multimodal interaction analysis of thirteen cases, our findings demonstrate moment-by-moment transition patterns between child-led, parent-led, and equally-distributed epistemic agency. Our findings also show how these epistemic agency shifts emerged through the families’ embodied interactions. By doing so, we reveal that (a) the lead epistemic agent role shifted over time during the inventing experience and (b) the epistemic agency of a parent and a child were relative to each other. This study contributes to the theoretical understanding of epistemic agency in situ during collaborative making activities as a fluid phenomenon as well as provides practical implications for museum-based makerspaces to support parent-child knowledge-building interactions during inventing.
{"title":"Shifts of epistemic agency between children and parents during making at museum-based makerspace","authors":"Yong Ju Jung, Devon Purington Whalen, H. Zimmerman","doi":"10.1080/21548455.2022.2100940","DOIUrl":"https://doi.org/10.1080/21548455.2022.2100940","url":null,"abstract":"ABSTRACT Epistemic agency is situated within social, cultural, and material contexts of learning. Making and inventing supports children’s and families’ creative thinking, problem-solving, and knowledge construction, through which they are positioned as active knowledge agents and their epistemic agency is represented. This article examines how the epistemic agency of children and parents shifted as they engaged in making activities in a museum-based makerspace. Through video-based, multimodal interaction analysis of thirteen cases, our findings demonstrate moment-by-moment transition patterns between child-led, parent-led, and equally-distributed epistemic agency. Our findings also show how these epistemic agency shifts emerged through the families’ embodied interactions. By doing so, we reveal that (a) the lead epistemic agent role shifted over time during the inventing experience and (b) the epistemic agency of a parent and a child were relative to each other. This study contributes to the theoretical understanding of epistemic agency in situ during collaborative making activities as a fluid phenomenon as well as provides practical implications for museum-based makerspaces to support parent-child knowledge-building interactions during inventing.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"12 1","pages":"1 - 17"},"PeriodicalIF":1.7,"publicationDate":"2022-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81393363","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 : 2022-07-22DOI: 10.1080/21548455.2022.2099032
Jon Simmons, T. Campbell, D. M. Moss, J. Volin, C. Arnold, Laura M. Cisneros, Cary Chadwick, David Dickson, Nicole Freidenfelds
ABSTRACT Families create contexts for learning to enhance and support the interests of their children, while simultaneously teaching language, morals, and culture. This research examines intergenerational family teams engaged in a long-term conservation project in their community. Participants were interviewed during and after project completion with the central research purpose of exploring how the intersecting experiences of family members explain emerging family cultural learning pathways. Intergenerational family teams shared narratives which were then analyzed using the cultural learning pathways framework [Bell, P., Tzou, C., Bricker, L., & Baines, A. D. (2012). Learning in diversities of structures of social practice: Accounting for how, why and where people learn science. Human Development, 55(5-6), 269–284. doi:10.1159/000345315] that we subsequently used to create family cultural learning pathways for each participating family. Family interactions are powerful influences on the identity development of children, not only in their academic development, but also in their moral, ethical, and social development.
家庭创造学习环境，以增强和支持孩子的兴趣，同时教授语言、道德和文化。这项研究考察了参与社区长期保护项目的代际家庭团队。参与者在项目完成期间和之后接受采访，其主要研究目的是探索家庭成员的交叉经历如何解释新兴的家庭文化学习途径。代际家庭团队分享叙事，然后使用文化学习途径框架进行分析[Bell, P.， Tzou, C.， Bricker, L.， & Baines, A. D.(2012)]。社会实践结构多样性中的学习:解释人们如何、为什么以及在哪里学习科学。人的发展，55(5-6)，269-284。[Doi:10.1159/000345315]我们随后用它来为每个参与的家庭创建家庭文化学习途径。家庭互动对儿童的身份发展有着强大的影响，不仅在他们的学业发展中，而且在他们的道德、伦理和社会发展中。
{"title":"‘Part of our DNA': intergenerational family learning in informal science","authors":"Jon Simmons, T. Campbell, D. M. Moss, J. Volin, C. Arnold, Laura M. Cisneros, Cary Chadwick, David Dickson, Nicole Freidenfelds","doi":"10.1080/21548455.2022.2099032","DOIUrl":"https://doi.org/10.1080/21548455.2022.2099032","url":null,"abstract":"ABSTRACT Families create contexts for learning to enhance and support the interests of their children, while simultaneously teaching language, morals, and culture. This research examines intergenerational family teams engaged in a long-term conservation project in their community. Participants were interviewed during and after project completion with the central research purpose of exploring how the intersecting experiences of family members explain emerging family cultural learning pathways. Intergenerational family teams shared narratives which were then analyzed using the cultural learning pathways framework [Bell, P., Tzou, C., Bricker, L., & Baines, A. D. (2012). Learning in diversities of structures of social practice: Accounting for how, why and where people learn science. Human Development, 55(5-6), 269–284. doi:10.1159/000345315] that we subsequently used to create family cultural learning pathways for each participating family. Family interactions are powerful influences on the identity development of children, not only in their academic development, but also in their moral, ethical, and social development.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"19 1","pages":"360 - 373"},"PeriodicalIF":1.7,"publicationDate":"2022-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79150932","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 : 2022-07-21DOI: 10.1080/21548455.2022.2100941
Felipe Munoz-Rubke, Felipe Almuna, Jaclyn Duemler, Eloísa Velásquez
ABSTRACT The COVID-19 pandemic revealed that many countries have failed to provide the general population with the cognitive tools to thoroughly understand and cope with a global health crisis. While scientists and leaders worldwide have struggled to discover ways to contain the spread of the virus, this difficult task has become overwhelming due to the limited ability of many citizens to grasp the urgency of the situation. Although in today’s digitized world we have endless access to data and more ways to represent information and statistics than ever before, numerous incidents have demonstrated that the frequent misapprehension of data can cause confusion rather than clarity. This opinion paper examines how issues such as the misunderstanding of large quantities, fractions, probabilities, and mathematical modeling may be affecting the way people view the current pandemic. Finally, we also discuss how numeracy can act as a protective factor against motivated reasoning, which often affects how we consume information related to the pandemic.
{"title":"Mathematical tools for making sense of a global pandemic","authors":"Felipe Munoz-Rubke, Felipe Almuna, Jaclyn Duemler, Eloísa Velásquez","doi":"10.1080/21548455.2022.2100941","DOIUrl":"https://doi.org/10.1080/21548455.2022.2100941","url":null,"abstract":"ABSTRACT\u0000 The COVID-19 pandemic revealed that many countries have failed to provide the general population with the cognitive tools to thoroughly understand and cope with a global health crisis. While scientists and leaders worldwide have struggled to discover ways to contain the spread of the virus, this difficult task has become overwhelming due to the limited ability of many citizens to grasp the urgency of the situation. Although in today’s digitized world we have endless access to data and more ways to represent information and statistics than ever before, numerous incidents have demonstrated that the frequent misapprehension of data can cause confusion rather than clarity. This opinion paper examines how issues such as the misunderstanding of large quantities, fractions, probabilities, and mathematical modeling may be affecting the way people view the current pandemic. Finally, we also discuss how numeracy can act as a protective factor against motivated reasoning, which often affects how we consume information related to the pandemic.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"4 1","pages":"18 - 27"},"PeriodicalIF":1.7,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90721335","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 : 2022-07-18DOI: 10.1080/21548455.2022.2100942
K. Rende, M. G. Jones, Emma Refvem, S. Carrier, M. Ennes
ABSTRACT Extensive research shows that non-formal science education programs effectively build and sustain long-term interest and persistence in science careers. Framed by expectancy-value theory, this study examined the academic and career outcomes of students who participated in a multi-year volunteer program at a science museum. Twenty-one participants were interviewed about their motivations for volunteering and the impact of participation on their science career trajectories. Data were coded for factors related to expectancy-value including goals, motivations, previous non-formal science experiences, and family attitudes towards science and STEM. Results showed participants of the volunteer program pursued science careers at higher rates than the national average, adding evidence to show how non-formal science education programs extend the longevity of science career interests. This study also documented a newly emergent phenomenon of acceleration of participant science career trajectories. Museum volunteer programs such as the one studied may help high school students gain knowledge and skills central to science career development earlier than is typical. The implications of this type of program for students with already established science interests and science career motivations is discussed from an equity perspective.
{"title":"Accelerating high school students’ science career trajectories through non-formal science volunteer programs","authors":"K. Rende, M. G. Jones, Emma Refvem, S. Carrier, M. Ennes","doi":"10.1080/21548455.2022.2100942","DOIUrl":"https://doi.org/10.1080/21548455.2022.2100942","url":null,"abstract":"ABSTRACT\u0000 Extensive research shows that non-formal science education programs effectively build and sustain long-term interest and persistence in science careers. Framed by expectancy-value theory, this study examined the academic and career outcomes of students who participated in a multi-year volunteer program at a science museum. Twenty-one participants were interviewed about their motivations for volunteering and the impact of participation on their science career trajectories. Data were coded for factors related to expectancy-value including goals, motivations, previous non-formal science experiences, and family attitudes towards science and STEM. Results showed participants of the volunteer program pursued science careers at higher rates than the national average, adding evidence to show how non-formal science education programs extend the longevity of science career interests. This study also documented a newly emergent phenomenon of acceleration of participant science career trajectories. Museum volunteer programs such as the one studied may help high school students gain knowledge and skills central to science career development earlier than is typical. The implications of this type of program for students with already established science interests and science career motivations is discussed from an equity perspective.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"124 1","pages":"28 - 39"},"PeriodicalIF":1.7,"publicationDate":"2022-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83535362","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 : 2022-07-04DOI: 10.1080/21548455.2022.2078010
Katharine E. Hubbard, Sonja D. Dunbar, Emma L. Peasland, Jacquelyne Poon, J. E. Solly
ABSTRACT Reading primary research literature is an essential skill for scientists. However, the high complexity of research papers may pose a barrier to the development of scientific literacy. In semi-structured interviews, we explore how 33 biologists including undergraduates, postgraduates and researchers approach reading an unfamiliar scientific paper. We find that some readers are data-centric, focusing on their own critical evaluation of the data presented, whereas others adopt a more narrative-centric approach, relying on the descriptions of authors to inform their understanding. There was a bias towards undergraduates adopting the narrative-centric approach and researchers adopting the data-centric approach. All postdoctoral researchers and academics prioritised critical interpretation of the data, indicating this is a characteristic of experienced scientific readers. The ability to demonstrate scientific reading skills was context-dependent, particularly with respect to time available and whether a paper aligns well with a reader’s specialist area of knowledge. Inexperienced readers often lacked sufficient prior knowledge on which to base their reading, which represented a barrier to their engagement. We make recommendations for how scientific literacy should be developed within undergraduate teaching and beyond, noting that ‘one-off’ teaching strategies are insufficient when the development of scientific reading skills is a career-long process.
{"title":"How do readers at different career stages approach reading a scientific research paper? A case study in the biological sciences","authors":"Katharine E. Hubbard, Sonja D. Dunbar, Emma L. Peasland, Jacquelyne Poon, J. E. Solly","doi":"10.1080/21548455.2022.2078010","DOIUrl":"https://doi.org/10.1080/21548455.2022.2078010","url":null,"abstract":"ABSTRACT Reading primary research literature is an essential skill for scientists. However, the high complexity of research papers may pose a barrier to the development of scientific literacy. In semi-structured interviews, we explore how 33 biologists including undergraduates, postgraduates and researchers approach reading an unfamiliar scientific paper. We find that some readers are data-centric, focusing on their own critical evaluation of the data presented, whereas others adopt a more narrative-centric approach, relying on the descriptions of authors to inform their understanding. There was a bias towards undergraduates adopting the narrative-centric approach and researchers adopting the data-centric approach. All postdoctoral researchers and academics prioritised critical interpretation of the data, indicating this is a characteristic of experienced scientific readers. The ability to demonstrate scientific reading skills was context-dependent, particularly with respect to time available and whether a paper aligns well with a reader’s specialist area of knowledge. Inexperienced readers often lacked sufficient prior knowledge on which to base their reading, which represented a barrier to their engagement. We make recommendations for how scientific literacy should be developed within undergraduate teaching and beyond, noting that ‘one-off’ teaching strategies are insufficient when the development of scientific reading skills is a career-long process.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"73 1","pages":"328 - 344"},"PeriodicalIF":1.7,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85823451","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 : 2022-06-23DOI: 10.1080/21548455.2022.2089367
P. Hsu, Yi-Yu Liao
ABSTRACT Project-based learning has been suggested as an effective student-centered practice to teach science. However, how to assess students’ learning in project-based learning activities remains challenging because of its open-ended nature. In this study of high school students’ science internships, we demonstrated that cogenerative dialogs can serve as a formative assessment to improve teaching and learning in project-based learning activities. Cogenerative dialogs provided a safe and supportive space for respectful and equitable dialogs. In cogenerative dialogs, both instructors and students identified areas for improvements and brainstormed solutions as a team. As a result, students were empowered to speak up their voices and willing to take on the responsibility for their learning. The regular cogenerative dialogs became an effective form of formative assessments to improve both the teaching and learning involved in the science internships. By analyzing these cogenerative dialogs, we identified eight key strategies used by participants in cogenerative dialogs to justify and assess the internship teaching and learning. These key strategies may serve as a framework to observe how instruction revolutions and feedback are intertwined and how students become engaged in assessing themselves and their peers in formative assessments.
{"title":"Beyond measure: using cogenerative dialogues as a formative assessment to improve PBL science internships","authors":"P. Hsu, Yi-Yu Liao","doi":"10.1080/21548455.2022.2089367","DOIUrl":"https://doi.org/10.1080/21548455.2022.2089367","url":null,"abstract":"ABSTRACT Project-based learning has been suggested as an effective student-centered practice to teach science. However, how to assess students’ learning in project-based learning activities remains challenging because of its open-ended nature. In this study of high school students’ science internships, we demonstrated that cogenerative dialogs can serve as a formative assessment to improve teaching and learning in project-based learning activities. Cogenerative dialogs provided a safe and supportive space for respectful and equitable dialogs. In cogenerative dialogs, both instructors and students identified areas for improvements and brainstormed solutions as a team. As a result, students were empowered to speak up their voices and willing to take on the responsibility for their learning. The regular cogenerative dialogs became an effective form of formative assessments to improve both the teaching and learning involved in the science internships. By analyzing these cogenerative dialogs, we identified eight key strategies used by participants in cogenerative dialogs to justify and assess the internship teaching and learning. These key strategies may serve as a framework to observe how instruction revolutions and feedback are intertwined and how students become engaged in assessing themselves and their peers in formative assessments.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"15 1","pages":"345 - 359"},"PeriodicalIF":1.7,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75261161","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 : 2022-05-25DOI: 10.1080/21548455.2022.2067906
J. Edmonds, Fay Lewis, L. Fogg-Rogers
ABSTRACT Across Europe, there is concern about the number and diversity of pupils taking study routes leading to Engineering. There is growing evidence that these career choices begin to form at elementary school age (Moote et al., 2020). Science, maths and design and technology are seen as subject choices necessary for pupils’ progression into science, technology, engineering and mathematics (STEM) related occupations. Achievement in these subjects, identity, gender attitudes to the subjects, parents and informal activities may have an impact on these career choices. This mixed methods research draws on participants in the Children as Engineers project to investigate aspirations to a career in engineering and the links between these aspirations and attitudes to STEM subjects. It explores findings that suggest that there is little relationship between aspirations and positive attitudes to individual curriculum subjects. Pupils’ out-of-school activities and the links to aspirations in engineering are also researched and discussed. The article discusses the pupils’ rationales for these choices and the implications for intervention and informal engineering experiences that rely on a science and maths context for elementary school activities and for fostering interest in engineering.
在整个欧洲，人们对选择工程专业学习路线的学生的数量和多样性感到担忧。越来越多的证据表明，这些职业选择在小学阶段开始形成(mote et al.， 2020)。科学、数学、设计和技术被视为学生进入科学、技术、工程和数学(STEM)相关职业所必需的学科选择。这些科目的成绩、身份、对科目的性别态度、父母和非正式活动都可能对这些职业选择产生影响。这种混合方法的研究吸引了儿童作为工程师项目的参与者，以调查对工程职业的期望以及这些愿望与对STEM科目的态度之间的联系。它探讨的发现表明，个人课程科目的愿望和积极态度之间几乎没有关系。学生的校外活动和联系的愿望工程也进行了研究和讨论。这篇文章讨论了学生做出这些选择的理由，以及依赖于小学活动和培养对工程兴趣的科学和数学背景的干预和非正式工程经验的含义。
{"title":"Primary pathways: elementary pupils’ aspiration to be engineers and STEM subject interest","authors":"J. Edmonds, Fay Lewis, L. Fogg-Rogers","doi":"10.1080/21548455.2022.2067906","DOIUrl":"https://doi.org/10.1080/21548455.2022.2067906","url":null,"abstract":"ABSTRACT Across Europe, there is concern about the number and diversity of pupils taking study routes leading to Engineering. There is growing evidence that these career choices begin to form at elementary school age (Moote et al., 2020). Science, maths and design and technology are seen as subject choices necessary for pupils’ progression into science, technology, engineering and mathematics (STEM) related occupations. Achievement in these subjects, identity, gender attitudes to the subjects, parents and informal activities may have an impact on these career choices. This mixed methods research draws on participants in the Children as Engineers project to investigate aspirations to a career in engineering and the links between these aspirations and attitudes to STEM subjects. It explores findings that suggest that there is little relationship between aspirations and positive attitudes to individual curriculum subjects. Pupils’ out-of-school activities and the links to aspirations in engineering are also researched and discussed. The article discusses the pupils’ rationales for these choices and the implications for intervention and informal engineering experiences that rely on a science and maths context for elementary school activities and for fostering interest in engineering.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"39 1","pages":"221 - 234"},"PeriodicalIF":1.7,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84151325","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 : 2022-05-22DOI: 10.1080/21548455.2022.2076293
Dindara S. Galvão, R. B. Biazzi, Gustavo Chagas de Morais, C. R. Miranda
ABSTRACT Arts offer an engaging opportunity to bring about women's underrepresentation issues in physics. In this work, we report the creation process, production, and reception of the short 360° video entitled ‘Women in Science.’ This movie maps and portrays female researchers’ situation in physics at the University of Sao Paulo, a representative subset of the Brazilian physics community. The 360° movies are a novel way of storytelling, attracting public attention, and increasing the empathy caused by immersive experiences. The plots were based on interviews and surveys that embodied the female researcher's experiences over distinct career phases and levels. Challenges concerning the work environment, peer relationships, and the balance between work and personal life have been covered in the movie. All of them emerged in the descriptive analysis as effects that can influence women's career paths and affect their production capacity. This paper summarizes and discusses the scenes and the creative choices over the whole film production. It also reports the movie exhibition and dissemination processes by online streaming video platforms and public sessions with Virtual Reality (VR) gadgets. Based on the attendees’ spontaneous response, it is possible to conclude that the movie brought contributions and promoted discussions on gender-related issues in the academic environment. Art, combined with VR immersive narratives, has proved to be an engaging, low-cost, and reproducible way to communicate sensitive issues to the viewers. Moreover, these experiences through 360° videos can be extended to document and highlight issues from women and other underrepresented minorities in physics.
艺术提供了一个引人入胜的机会来解决女性在物理学中代表性不足的问题。在这项工作中，我们报告了题为“科学中的女性”的360°短视频的创作过程，制作和接收。这部电影描绘了圣保罗大学(University of Sao Paulo)物理学领域女性研究人员的情况，圣保罗大学是巴西物理界的一个代表性分支。360度电影是一种新颖的叙事方式，吸引了公众的注意力，并增加了沉浸式体验所带来的同理心。这些情节基于访谈和调查，体现了女性研究人员在不同职业阶段和水平的经历。关于工作环境、同伴关系以及工作和个人生活之间的平衡的挑战在电影中已经被涵盖。在描述性分析中，所有这些因素都是影响妇女职业道路和影响其生产能力的因素。本文对整个电影制作过程中的场景和创作选择进行了总结和探讨。它还报告了在线流媒体视频平台和使用虚拟现实(VR)设备的公共会议的电影放映和传播过程。根据参加者的自发反应，可以得出这样的结论:这部电影带来了贡献，并促进了学术界对性别相关问题的讨论。事实证明，艺术与VR沉浸式叙事相结合，是一种吸引人的、低成本的、可复制的方式，可以向观众传达敏感问题。此外，通过360°视频，这些经验可以扩展到记录和突出妇女和其他未被充分代表的物理少数群体的问题。
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Pub Date : 2022-05-16DOI: 10.1080/21548455.2022.2068809
J. Parrella, T. Koswatta, H. Leggette, S. Ramasubramanian, T. Rutherford
ABSTRACT Guided by the theory of planned behavior and the science communication learning goals model, we conducted a survey to identify science communication training needs of university scientists (n = 266) at a large US land-grant university. Results indicate that most respondents believed scientists and media relations offices were most responsible for communicating science to the public but only somewhat responsible for their learning of science communication or its outcomes. In addition, respondents who had higher levels of interest and enjoyment in science communication perceived their content knowledge to be higher and reflected on science communication concepts and processes better than respondents with lower levels of interest and enjoyment. We also found that scientists who participated in science communication training during the past three years enjoyed science communication more and were more likely to contribute than scientists who did not participate. Results suggest that communication training should focus on increasing scientists’ positive attitudes toward public engagement and motivating scientists to feel responsible for public engagement. Trainers should encourage scientists to share their communication experiences with colleagues, expose them to science communication resources, and help them recognize their individual role in the science communication process. .
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