Pub Date : 2022-05-16DOI: 10.1080/21548455.2022.2072015
Yang Wang
ABSTRACT This study is to examine the effects of AR Game-based science learning on students’ engagement, learning performance, and satisfaction towards physics learning. Based on the marker-based AR technology, an Augmented Reality Game-based Science Learning (ARGSL) system was designed and developed to support students’ physics learning. A quasi-experimental design with two experimental groups and a control group was implemented. The sample of the study included 155 seventh graders from a middle school in eastern China. Results supported that the ARGSL enhanced students learning interaction, performance, and satisfaction compared with the game-based and book-based learning methods. The semi-structured interviews found that the AR technology was widely accepted by students for its usefulness, realness, interest, and interactivity. The AR visualized the virtual magnetic field which makes the difficult physics concept easy to understand. The challenges caused by the AR also give us some implications for AR-supported science education.
{"title":"Effects of augmented reality game-based learning on students’ engagement","authors":"Yang Wang","doi":"10.1080/21548455.2022.2072015","DOIUrl":"https://doi.org/10.1080/21548455.2022.2072015","url":null,"abstract":"ABSTRACT This study is to examine the effects of AR Game-based science learning on students’ engagement, learning performance, and satisfaction towards physics learning. Based on the marker-based AR technology, an Augmented Reality Game-based Science Learning (ARGSL) system was designed and developed to support students’ physics learning. A quasi-experimental design with two experimental groups and a control group was implemented. The sample of the study included 155 seventh graders from a middle school in eastern China. Results supported that the ARGSL enhanced students learning interaction, performance, and satisfaction compared with the game-based and book-based learning methods. The semi-structured interviews found that the AR technology was widely accepted by students for its usefulness, realness, interest, and interactivity. The AR visualized the virtual magnetic field which makes the difficult physics concept easy to understand. The challenges caused by the AR also give us some implications for AR-supported science education.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"1 1","pages":"254 - 270"},"PeriodicalIF":1.7,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88206477","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 : 2022-05-09DOI: 10.1080/21548455.2022.2073617
F. Sentanin, Matheus dos Santos Barbosa da Silva, R. F. Martinhao, K. Parra, D. M. Barbato, Ana Cláudia Kasseboehmer
ABSTRACT Motivation is a key aspect of learning, and the degree of motivation is primarily dependent on the environment in which the learning process takes place. This article employs a museum-based framework to study the design of intrinsically motivating science communication lectures. The analysis was conducted based on the motivational components of the Selinda Model of Visitor Learning (SMVL) proposed by Perry [Perry, D. L. (2012). What makes learning fun?: Principles for the design of intrinsically motivating museum exhibits. Altamira Press]. Using qualitative and quantitative analytical techniques, this study examines the experience of high school students regarding intrinsically motivating elements during their participation in science communication lectures on Chemistry research in Brazil. Two hundred and fifty-eight high school students from six public schools took part in this study, which was primarily based on their visit to a public university. The results obtained showed that the students had a positive perception about the factors that make a lecture intrinsically rewarding and helped identify the specific elements that enhanced students’ motivation. Considering that this is the first attempt to apply the SMVL framework in Brazil, the findings suggest that interactive lectures are an important strategic tool that researchers can use to communicate science and their scientific research to the people outside the confines of the university environment and beyond the exchanges that occur between their peers.
动机是学习的一个关键方面，动机的程度主要取决于学习过程发生的环境。本文以博物馆为框架，研究内在激励型科学传播讲座的设计。本文基于Perry [Perry, D. L.(2012)]提出的来访者学习Selinda模型(SMVL)的动机成分进行分析。是什么让学习变得有趣?:博物馆展品的内在激励设计原则。阿尔塔米拉新闻]。利用定性和定量分析技术，本研究考察了巴西高中生在参加化学研究科学传播讲座期间内在激励因素的体验。来自六所公立学校的258名高中生参与了这项研究，该研究主要基于他们对一所公立大学的访问。所获得的结果表明，学生对使讲座具有内在回报的因素有积极的看法，并有助于确定增强学生动机的具体因素。考虑到这是在巴西应用SMVL框架的第一次尝试，研究结果表明，互动式讲座是一种重要的战略工具，研究人员可以利用它向大学环境范围之外的人们传播科学及其科学研究，并且超越了同行之间发生的交流。
{"title":"Exploring how high school students experience intrinsically motivating elements in a science communication lecture on research in chemistry","authors":"F. Sentanin, Matheus dos Santos Barbosa da Silva, R. F. Martinhao, K. Parra, D. M. Barbato, Ana Cláudia Kasseboehmer","doi":"10.1080/21548455.2022.2073617","DOIUrl":"https://doi.org/10.1080/21548455.2022.2073617","url":null,"abstract":"ABSTRACT Motivation is a key aspect of learning, and the degree of motivation is primarily dependent on the environment in which the learning process takes place. This article employs a museum-based framework to study the design of intrinsically motivating science communication lectures. The analysis was conducted based on the motivational components of the Selinda Model of Visitor Learning (SMVL) proposed by Perry [Perry, D. L. (2012). What makes learning fun?: Principles for the design of intrinsically motivating museum exhibits. Altamira Press]. Using qualitative and quantitative analytical techniques, this study examines the experience of high school students regarding intrinsically motivating elements during their participation in science communication lectures on Chemistry research in Brazil. Two hundred and fifty-eight high school students from six public schools took part in this study, which was primarily based on their visit to a public university. The results obtained showed that the students had a positive perception about the factors that make a lecture intrinsically rewarding and helped identify the specific elements that enhanced students’ motivation. Considering that this is the first attempt to apply the SMVL framework in Brazil, the findings suggest that interactive lectures are an important strategic tool that researchers can use to communicate science and their scientific research to the people outside the confines of the university environment and beyond the exchanges that occur between their peers.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"15 1","pages":"271 - 288"},"PeriodicalIF":1.7,"publicationDate":"2022-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82546643","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 : 2022-04-25DOI: 10.1080/21548455.2022.2058106
M. Balestri, Marco Campera, Ellie-May Beaman, Danny Bell, Ryan Pink, K. Nekaris
ABSTRACT Non-formal, yet educative, activities such as science festivals can positively influence the public regarding their attitude towards Science, Technology, Engineering and Math (STEM) subjects and students’ willingness to pursue STEM-related careers. We evaluate the changes made to adapt the Oxford Brookes Science Bazaar, a science festival that has been delivered face-to-face since 2008, to a virtual format in 2021 due to the COVID-19 pandemic. The online festival included 28 pre-recorded and 12 live activities of different types (hands-on, demonstration, games, lectures, podcasts, virtual tours). Hands-on activities and virtual tours had the highest number of unique viewers, while lectures and podcasts were the least watched. The videos were watched also after the advertised date of the festival and reached a broader audience than the physical events. The number of participants, the holding time, and the proportion of people who filled the feedback forms, however, were lower in the online than the physical events. STEM organisations should consider hybrid events, with both virtual and in-person contents, to reach a broader audience and to create more inclusive events. We provide recommendations on how to maximise the benefit of virtual formats, including expanding blended virtual activities to reach a wider variety of age groups.
{"title":"Let’s get virtual! Reinventing a science festival during a pandemic: limitations and insights","authors":"M. Balestri, Marco Campera, Ellie-May Beaman, Danny Bell, Ryan Pink, K. Nekaris","doi":"10.1080/21548455.2022.2058106","DOIUrl":"https://doi.org/10.1080/21548455.2022.2058106","url":null,"abstract":"ABSTRACT Non-formal, yet educative, activities such as science festivals can positively influence the public regarding their attitude towards Science, Technology, Engineering and Math (STEM) subjects and students’ willingness to pursue STEM-related careers. We evaluate the changes made to adapt the Oxford Brookes Science Bazaar, a science festival that has been delivered face-to-face since 2008, to a virtual format in 2021 due to the COVID-19 pandemic. The online festival included 28 pre-recorded and 12 live activities of different types (hands-on, demonstration, games, lectures, podcasts, virtual tours). Hands-on activities and virtual tours had the highest number of unique viewers, while lectures and podcasts were the least watched. The videos were watched also after the advertised date of the festival and reached a broader audience than the physical events. The number of participants, the holding time, and the proportion of people who filled the feedback forms, however, were lower in the online than the physical events. STEM organisations should consider hybrid events, with both virtual and in-person contents, to reach a broader audience and to create more inclusive events. We provide recommendations on how to maximise the benefit of virtual formats, including expanding blended virtual activities to reach a wider variety of age groups.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"10 1","pages":"193 - 202"},"PeriodicalIF":1.7,"publicationDate":"2022-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89797981","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}
ABSTRACT This study investigates tenured academics’ experiences of science communication—popularization of science, dissemination of scientific knowledge, and collaboration outside academia. Specifically, the study spotlights the written aspect of science communication and explores how scientists approach writing addressing audiences ‘beyond academia’. Adopting an ethnographic narrative interview approach, we explore what four researchers in different STEM fields write, how they do it and why, their perceptions about the value and the role of science communication, and the place and space it takes in their career. After presenting their individual experiences, we discuss the common themes that link their personal ‘stories’ of science communication. First, their motives align with the notion of scholarship of engagement: as a means to educate and share scientific knowledge, science communication has a democratic value. Secondly, they engage in a wide range of writing practices and genres, based on the nature of their work and their field of expertise. Additionally, while they personally value writing science communication, this engagement takes time away from their academic writing and other types of scientific work. We conclude with suggestions for further research and the development of training programs for future scientists that build on established writing pedagogies.
{"title":"Science stories: researchers’ experiences of writing science communication and the implications for training future scientists","authors":"Raffaella Negretti, Mariann Persson, Carina Sjöberg-Hawke","doi":"10.1080/21548455.2022.2060530","DOIUrl":"https://doi.org/10.1080/21548455.2022.2060530","url":null,"abstract":"ABSTRACT This study investigates tenured academics’ experiences of science communication—popularization of science, dissemination of scientific knowledge, and collaboration outside academia. Specifically, the study spotlights the written aspect of science communication and explores how scientists approach writing addressing audiences ‘beyond academia’. Adopting an ethnographic narrative interview approach, we explore what four researchers in different STEM fields write, how they do it and why, their perceptions about the value and the role of science communication, and the place and space it takes in their career. After presenting their individual experiences, we discuss the common themes that link their personal ‘stories’ of science communication. First, their motives align with the notion of scholarship of engagement: as a means to educate and share scientific knowledge, science communication has a democratic value. Secondly, they engage in a wide range of writing practices and genres, based on the nature of their work and their field of expertise. Additionally, while they personally value writing science communication, this engagement takes time away from their academic writing and other types of scientific work. We conclude with suggestions for further research and the development of training programs for future scientists that build on established writing pedagogies.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"17 1","pages":"203 - 220"},"PeriodicalIF":1.7,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86094288","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 : 2022-04-03DOI: 10.1080/21548455.2022.2055191
T. Koswatta, J. Parrella, H. Leggette, S. Ramasubramanian, T. Rutherford
ABSTRACT We investigated how to improve PSC at a large, public university with high research activity by examining scientists’ interest and enjoyment in PSC, their perceived aptitude of PSC skills, the channels they use for PSC, their reasons for choosing to participate in PSC, and the tools they need to engage effectively. We conducted a case study and collected data from scientists across five colleges (n = 266). Results suggest that scientists who do not engage in PSC need external support from their institution, and scientists who do engage in PSC continue to engage because they feel intrinsically motivated. Results revealed that communication skills development training is needed to improve scientists’ perceived ability to mitigate science controversies, evaluate the effectiveness of communication strategies, and manage science communications projects. We also found that scientists who used social media for PSC enjoy and contribute to PSC more than those who did not use social media. However, PSC contribution varied based on scientists’ ethnicity, years of research experience, faculty title, and college. Female scientists need more help than males do in developing their confidence and increasing their enjoyment in PSC. These results can help provide insight into the PSC environment at universities of similar stature.
{"title":"Improving public science communication: a case study of scientists’ needs when communicating beyond the academy","authors":"T. Koswatta, J. Parrella, H. Leggette, S. Ramasubramanian, T. Rutherford","doi":"10.1080/21548455.2022.2055191","DOIUrl":"https://doi.org/10.1080/21548455.2022.2055191","url":null,"abstract":"ABSTRACT We investigated how to improve PSC at a large, public university with high research activity by examining scientists’ interest and enjoyment in PSC, their perceived aptitude of PSC skills, the channels they use for PSC, their reasons for choosing to participate in PSC, and the tools they need to engage effectively. We conducted a case study and collected data from scientists across five colleges (n = 266). Results suggest that scientists who do not engage in PSC need external support from their institution, and scientists who do engage in PSC continue to engage because they feel intrinsically motivated. Results revealed that communication skills development training is needed to improve scientists’ perceived ability to mitigate science controversies, evaluate the effectiveness of communication strategies, and manage science communications projects. We also found that scientists who used social media for PSC enjoy and contribute to PSC more than those who did not use social media. However, PSC contribution varied based on scientists’ ethnicity, years of research experience, faculty title, and college. Female scientists need more help than males do in developing their confidence and increasing their enjoyment in PSC. These results can help provide insight into the PSC environment at universities of similar stature.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"10 1","pages":"174 - 191"},"PeriodicalIF":1.7,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83395325","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 : 2022-04-03DOI: 10.1080/21548455.2022.2043567
Alena Rögele, K. Scheiter, C. Randler
ABSTRACT Citizen Science projects are continuously growing in popularity as they offer a unique possibility to conduct large-scale research projects as well as allow citizens to broaden their knowledge about the research topic or the process of scientific investigations. However, the benefits for participants vary, depending on the way and the amount of participants’ personal involvement in the project. In this study, we investigated whether additional guidance would improve involvement and hence lead to greater knowledge gains, higher commitment and improved scientific reasoning of participants in a Citizen Science project on birdwatching. A group receiving guidance was compared to a group which took part in the same project without receiving additional support. Results showed that both groups enhanced their knowledge about birds and their commitment to birding, while there were no significant changes in scientific reasoning. However, participants receiving additional guidance observed a higher number of different bird species and reported being able to identify significantly more species. Participation in a Citizen Science project either with or without further guidance can be seen as powerful in supporting birders at the beginning of their initial stages. Thus, both versions should be taken into account when designing future Citizen Science projects.
{"title":"Can involvement induced by guidance foster scientific reasoning and knowledge of participants of a citizen science project?","authors":"Alena Rögele, K. Scheiter, C. Randler","doi":"10.1080/21548455.2022.2043567","DOIUrl":"https://doi.org/10.1080/21548455.2022.2043567","url":null,"abstract":"ABSTRACT Citizen Science projects are continuously growing in popularity as they offer a unique possibility to conduct large-scale research projects as well as allow citizens to broaden their knowledge about the research topic or the process of scientific investigations. However, the benefits for participants vary, depending on the way and the amount of participants’ personal involvement in the project. In this study, we investigated whether additional guidance would improve involvement and hence lead to greater knowledge gains, higher commitment and improved scientific reasoning of participants in a Citizen Science project on birdwatching. A group receiving guidance was compared to a group which took part in the same project without receiving additional support. Results showed that both groups enhanced their knowledge about birds and their commitment to birding, while there were no significant changes in scientific reasoning. However, participants receiving additional guidance observed a higher number of different bird species and reported being able to identify significantly more species. Participation in a Citizen Science project either with or without further guidance can be seen as powerful in supporting birders at the beginning of their initial stages. Thus, both versions should be taken into account when designing future Citizen Science projects.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"1 1","pages":"94 - 110"},"PeriodicalIF":1.7,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89382681","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 : 2022-04-03DOI: 10.1080/21548455.2022.2082507
S. Stocklmayer, L. Rennie
{"title":"EDITORIAL: The Journal – 10 years on","authors":"S. Stocklmayer, L. Rennie","doi":"10.1080/21548455.2022.2082507","DOIUrl":"https://doi.org/10.1080/21548455.2022.2082507","url":null,"abstract":"","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"5 1","pages":"93 - 93"},"PeriodicalIF":1.7,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89534473","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 : 2022-03-17DOI: 10.1080/21548455.2022.2049392
Joanne Riley, M. Joubert, Lars Guenther
ABSTRACT Our qualitative interviews with 16 early-career South African researchers investigated how they view public engagement and its role in their research careers, as well as the motivations, challenges and institutional factors that shape their engagement efforts. We situate our findings in the context of high societal diversity and inequality in South Africa. We found that young researchers see public engagement predominantly as a tool to educate the public, with limited awareness of dialogic and participative approaches. While the researchers saw benefit in participating in public engagement, they disagreed on whether public engagement is an integral part of a scientist’s professional role. Personal enjoyment was a key motivator for engagement, but they also wanted to make a difference in their communities by helping to address knowledge gaps. Time constraints, competing work demands and a perceived lack of skills were barriers, as well as a shortage of institutional support and engagement opportunities. The young researchers were eager to have access to engagement training and felt that public engagement deserves more recognition in their work environments. Based on this, we proposed recommendations for institutions that may help to create a supportive environment for early-career scientists who wish to participate in public engagement.
{"title":"Motivations and barriers for young scientists to engage with society: perspectives from South Africa","authors":"Joanne Riley, M. Joubert, Lars Guenther","doi":"10.1080/21548455.2022.2049392","DOIUrl":"https://doi.org/10.1080/21548455.2022.2049392","url":null,"abstract":"ABSTRACT Our qualitative interviews with 16 early-career South African researchers investigated how they view public engagement and its role in their research careers, as well as the motivations, challenges and institutional factors that shape their engagement efforts. We situate our findings in the context of high societal diversity and inequality in South Africa. We found that young researchers see public engagement predominantly as a tool to educate the public, with limited awareness of dialogic and participative approaches. While the researchers saw benefit in participating in public engagement, they disagreed on whether public engagement is an integral part of a scientist’s professional role. Personal enjoyment was a key motivator for engagement, but they also wanted to make a difference in their communities by helping to address knowledge gaps. Time constraints, competing work demands and a perceived lack of skills were barriers, as well as a shortage of institutional support and engagement opportunities. The young researchers were eager to have access to engagement training and felt that public engagement deserves more recognition in their work environments. Based on this, we proposed recommendations for institutions that may help to create a supportive environment for early-career scientists who wish to participate in public engagement.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"20 6 1","pages":"157 - 173"},"PeriodicalIF":1.7,"publicationDate":"2022-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85527287","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 : 2022-03-15DOI: 10.1080/21548455.2022.2045380
Johanna T. Krüger, T. Höffler, I. Parchmann
ABSTRACT Research on science outreach activities is often located in the interface between science communication and science education. The transferability of aims and objectives of one research field to the other offers great potential. The widely recognized aim of ‘trust in science’ in science communication is still less discussed in science education. However, when teaching emotive scientific topics such as climate change, vaccines or genetic engineering, students’ trust in science is of great importance. This paper presents a study of two interventions (N PartI = 443; N PartII = 333), to (1) assess the level of trust in science among secondary school students, and (2) to investigate the impact of outreach activities on the development of trust in science. Results showed that the mean level of trust in science among secondary school students is similar to the level among university students. We found a trust-enhancing effect of the interventions exclusively for students with a low prior level of trust (low-trustors). Furthermore, results indicated that high levels of trust in science can support learning in science outreach activities. These findings are particularly important when considering that increasing students’ level of trust in science appears to be especially important for low-trustors in order to prevent negative social tendencies.
科学推广活动的研究往往处于科学传播与科学教育的交叉点。一个研究领域的目的和目标的可转移性提供了巨大的潜力。科学传播中被广泛认可的“信任科学”目标在科学教育中却很少被讨论。然而，在教授气候变化、疫苗或基因工程等情感科学主题时，学生对科学的信任是非常重要的。本文提出了一项两种干预措施的研究(N PartI = 443;N PartII = 333)，以(1)评估中学生对科学的信任水平，以及(2)调查外展活动对科学信任发展的影响。结果显示，中学生对科学的平均信任水平与大学生相似。我们发现干预措施只对先前信任水平低的学生(低信任者)有增强信任的作用。此外，研究结果表明，对科学的高度信任有助于科学推广活动中的学习。考虑到提高学生对科学的信任水平对于低信任度者来说似乎特别重要，以防止消极的社会倾向，这些发现尤为重要。
{"title":"Trust in science and scientists among secondary school students in two out-of-school learning activities","authors":"Johanna T. Krüger, T. Höffler, I. Parchmann","doi":"10.1080/21548455.2022.2045380","DOIUrl":"https://doi.org/10.1080/21548455.2022.2045380","url":null,"abstract":"ABSTRACT Research on science outreach activities is often located in the interface between science communication and science education. The transferability of aims and objectives of one research field to the other offers great potential. The widely recognized aim of ‘trust in science’ in science communication is still less discussed in science education. However, when teaching emotive scientific topics such as climate change, vaccines or genetic engineering, students’ trust in science is of great importance. This paper presents a study of two interventions (N PartI = 443; N PartII = 333), to (1) assess the level of trust in science among secondary school students, and (2) to investigate the impact of outreach activities on the development of trust in science. Results showed that the mean level of trust in science among secondary school students is similar to the level among university students. We found a trust-enhancing effect of the interventions exclusively for students with a low prior level of trust (low-trustors). Furthermore, results indicated that high levels of trust in science can support learning in science outreach activities. These findings are particularly important when considering that increasing students’ level of trust in science appears to be especially important for low-trustors in order to prevent negative social tendencies.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"154 1","pages":"111 - 125"},"PeriodicalIF":1.7,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82788419","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 : 2022-03-13DOI: 10.1080/21548455.2022.2048119
Daniel Silva Luna, J. Bering, J. Halberstadt
ABSTRACT The emotions most valued by a culture tend to be depicted more often, and more saliently, in their cultural products than those that are not. The content of such representations will also vary in relation to the particular mandates (e.g. beliefs, values, norms) of those cultural spaces. In the present research, we conducted a study in three sections that compared systematically the representations of awe in sixty picture book biographies of scientists (n = 60) and sixty picture book biographies of non-scientists (n = 60). The first two sections revealed that the frequency and centrality of awe-related content in the images and text of these materials was significantly higher for the former book type. The third section likewise uncovered differences in the representation of the situations where awe is experienced, as well as the characteristics of characters portrayed as experiencing this emotion between and within the two types of picture books. Together, these findings show that awe is an especially valued emotion in the culture of science communication and that the representation of this affective category in this domain is distinct to how it is represented in other spaces.
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