Pub Date : 2022-03-13DOI: 10.1080/21548455.2022.2047241
Jill McNew-Birren, Jennifer Gaul-Stout
ABSTRACT Citizen science programs, which engage volunteers in varied aspeicts of scientific research projects, have been widely touted as a promising avenue for enhancing public scientific literacy and scientific civic engagement. The meanings volunteers make of citizen science experiences can influence the ways that scientific information is translated into action. This paper develops a conceptual framework for understanding scientific literacy in terms of personal and civic engagement with science. The framework is explored through a case study of citizen scientists’ reflections on their experiences in an ecologically focused citizen science program. Findings describe ways that participants drew on their citizen science experiences to use and produce science in and for personal and civic contexts. Implications for enhancing connections between citizen science and personal and civic engagement are discussed.
{"title":"Understanding scientific literacy through personal and civic engagement: a citizen science case study","authors":"Jill McNew-Birren, Jennifer Gaul-Stout","doi":"10.1080/21548455.2022.2047241","DOIUrl":"https://doi.org/10.1080/21548455.2022.2047241","url":null,"abstract":"ABSTRACT Citizen science programs, which engage volunteers in varied aspeicts of scientific research projects, have been widely touted as a promising avenue for enhancing public scientific literacy and scientific civic engagement. The meanings volunteers make of citizen science experiences can influence the ways that scientific information is translated into action. This paper develops a conceptual framework for understanding scientific literacy in terms of personal and civic engagement with science. The framework is explored through a case study of citizen scientists’ reflections on their experiences in an ecologically focused citizen science program. Findings describe ways that participants drew on their citizen science experiences to use and produce science in and for personal and civic contexts. Implications for enhancing connections between citizen science and personal and civic engagement are discussed.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"19 1","pages":"126 - 142"},"PeriodicalIF":1.7,"publicationDate":"2022-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87788278","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 : 2022-01-02DOI: 10.1080/21548455.2022.2028925
Till Bruckermann, M. Stillfried, T. Straka, U. Harms
ABSTRACT In citizen science (CS) projects, acquired knowledge about a specific topic is the most frequently acknowledged learning outcome. However, whether both citizens and scientists perceive the same knowledge to be relevant to citizens’ learning in such projects remains unknown. Thus, establishing coherence between citizens’ information needs and scientists’ intentions to inform as well as exploring the reasons for why some knowledge is more relevant from citizens’ and scientists’ perspectives could help to achieve agreement regarding what knowledge is relevant for learning outcomes on the side of the citizens. By using the Delphi technique, we accounted for scientists’ and citizens’ perspectives on the relevance of knowledge in three fields of research on urban ecology. In our Delphi study, an emerging consensus indicated an overlap in relevance among the experts. We then analyzed two dimensions of relevance, that is, to whom and for what the knowledge is relevant. Our analyses of the dimensions revealed that consensus was more likely when we accounted for content-related differences and structural differences such as the communicatory perspective. When we accounted for content-related differences, relevance was higher for problem-oriented knowledge; therefore, this should be the focus of CS projects that are designed to achieve learning outcomes.
{"title":"Citizen science projects require agreement: a Delphi study to identify which knowledge on urban ecology is considered relevant from scientists’ and citizens’ perspectives","authors":"Till Bruckermann, M. Stillfried, T. Straka, U. Harms","doi":"10.1080/21548455.2022.2028925","DOIUrl":"https://doi.org/10.1080/21548455.2022.2028925","url":null,"abstract":"ABSTRACT In citizen science (CS) projects, acquired knowledge about a specific topic is the most frequently acknowledged learning outcome. However, whether both citizens and scientists perceive the same knowledge to be relevant to citizens’ learning in such projects remains unknown. Thus, establishing coherence between citizens’ information needs and scientists’ intentions to inform as well as exploring the reasons for why some knowledge is more relevant from citizens’ and scientists’ perspectives could help to achieve agreement regarding what knowledge is relevant for learning outcomes on the side of the citizens. By using the Delphi technique, we accounted for scientists’ and citizens’ perspectives on the relevance of knowledge in three fields of research on urban ecology. In our Delphi study, an emerging consensus indicated an overlap in relevance among the experts. We then analyzed two dimensions of relevance, that is, to whom and for what the knowledge is relevant. Our analyses of the dimensions revealed that consensus was more likely when we accounted for content-related differences and structural differences such as the communicatory perspective. When we accounted for content-related differences, relevance was higher for problem-oriented knowledge; therefore, this should be the focus of CS projects that are designed to achieve learning outcomes.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"103 1","pages":"75 - 92"},"PeriodicalIF":1.7,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90800986","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 : 2022-01-02DOI: 10.1080/21548455.2021.2015638
Ana Maria Navas Iannini, E. Pedretti
ABSTRACT Science museums are beginning to see themselves as important players in a number of scientific, social, cultural and political contexts. They are embracing broader societal issues, especially in a time of population and environmental stress. In this paper, we focus on museum staff perspectives about the exhibition Our World (Canada), that delves into issues of water, food and energy consumption, and waste. Specifically, we sought to explore expectations and tensions that framed the renovation of the exhibit and to interpret them through theory related to scientific literacy and exhibition typologies. Using case study, we relied primarily on semi-structured interviews with museum staff, and secondarily on observations, field notes, and documents. Our findings are organized around: the renovation of narratives and forms of representation, and the ways in which the visitor experience is reimagined. The (re)conceptualization of this gallery illustrates an attempt to move from a pedagogical to critical and agential emphases, through which progressive views of scientific literacy could be at play. Our discussion examines the role of information, the in-between positions that museum staffers experienced and pathways towards civic responsibility. Concluding thoughts centre around the concept of productive struggle, the role of knowledge and issues of neutrality.
{"title":"Museum staff perspectives about a sustainability exhibition: what do they tell us about scientific literacy?","authors":"Ana Maria Navas Iannini, E. Pedretti","doi":"10.1080/21548455.2021.2015638","DOIUrl":"https://doi.org/10.1080/21548455.2021.2015638","url":null,"abstract":"ABSTRACT Science museums are beginning to see themselves as important players in a number of scientific, social, cultural and political contexts. They are embracing broader societal issues, especially in a time of population and environmental stress. In this paper, we focus on museum staff perspectives about the exhibition Our World (Canada), that delves into issues of water, food and energy consumption, and waste. Specifically, we sought to explore expectations and tensions that framed the renovation of the exhibit and to interpret them through theory related to scientific literacy and exhibition typologies. Using case study, we relied primarily on semi-structured interviews with museum staff, and secondarily on observations, field notes, and documents. Our findings are organized around: the renovation of narratives and forms of representation, and the ways in which the visitor experience is reimagined. The (re)conceptualization of this gallery illustrates an attempt to move from a pedagogical to critical and agential emphases, through which progressive views of scientific literacy could be at play. Our discussion examines the role of information, the in-between positions that museum staffers experienced and pathways towards civic responsibility. Concluding thoughts centre around the concept of productive struggle, the role of knowledge and issues of neutrality.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"17 1","pages":"1 - 21"},"PeriodicalIF":1.7,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84710684","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 : 2022-01-02DOI: 10.1080/21548455.2022.2027043
Lynda Dunlop, E. Rushton, L. Atkinson, E. Cornelissen, Jelle De Schrijver, T. Stadnyk, J. Stubbs, Chrissy Su, Maria Turkenburg-van Diepen, Fernanda Veneu, Celena Blake, Saul Calvert, Clémentine C. M. Dècle, Kirndeep K. Dhassi, R. Edwards, Greta Malaj, Jovana Mirjanić, William Saunders, Yara Sinkovec, Suzan Vellekoop, Xinyue Yuan
ABSTRACT Large-scale intervention in the Earth’s climate system is increasingly present in discussions about possible responses to climate change. Young people’s perspectives have tended to be under-represented despite the intergenerational consequences of policy in this field. We report on a novel approach to research and practice: the co-creation of a youth guide and policy brief by youth participants and facilitators. The model offers potential use by practitioners for engaging publics at the early stages of technoscientific innovations. Findings fall into two categories: youth priorities for geoengineering and authorial responsibility as a way of supporting youth action. Tentative conclusions from youth participants are (i) action must be prioritised now to mitigate and adapt to climate change, rather than continuing with ‘business as usual’; and (ii) there is a need for proactive international cooperation on governance and research on geoengineering to understand potential environmental and social consequences of geoengineering proposals for people at different temporal and spatial scales. Greater public dialogue on geoengineering and its governance is needed, particularly involving young people. The youth guide and policy brief co-authored by participants and facilitators, and the dialogic methods used in their production, can contribute to this dialogue.
{"title":"Youth co-authorship as public engagement with geoengineering","authors":"Lynda Dunlop, E. Rushton, L. Atkinson, E. Cornelissen, Jelle De Schrijver, T. Stadnyk, J. Stubbs, Chrissy Su, Maria Turkenburg-van Diepen, Fernanda Veneu, Celena Blake, Saul Calvert, Clémentine C. M. Dècle, Kirndeep K. Dhassi, R. Edwards, Greta Malaj, Jovana Mirjanić, William Saunders, Yara Sinkovec, Suzan Vellekoop, Xinyue Yuan","doi":"10.1080/21548455.2022.2027043","DOIUrl":"https://doi.org/10.1080/21548455.2022.2027043","url":null,"abstract":"ABSTRACT Large-scale intervention in the Earth’s climate system is increasingly present in discussions about possible responses to climate change. Young people’s perspectives have tended to be under-represented despite the intergenerational consequences of policy in this field. We report on a novel approach to research and practice: the co-creation of a youth guide and policy brief by youth participants and facilitators. The model offers potential use by practitioners for engaging publics at the early stages of technoscientific innovations. Findings fall into two categories: youth priorities for geoengineering and authorial responsibility as a way of supporting youth action. Tentative conclusions from youth participants are (i) action must be prioritised now to mitigate and adapt to climate change, rather than continuing with ‘business as usual’; and (ii) there is a need for proactive international cooperation on governance and research on geoengineering to understand potential environmental and social consequences of geoengineering proposals for people at different temporal and spatial scales. Greater public dialogue on geoengineering and its governance is needed, particularly involving young people. The youth guide and policy brief co-authored by participants and facilitators, and the dialogic methods used in their production, can contribute to this dialogue.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"100 1","pages":"60 - 74"},"PeriodicalIF":1.7,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80691439","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 : 2021-12-31DOI: 10.1080/21548455.2021.2018627
Nina Vaupotič, Dorothe Kienhues, Regina Jucks
ABSTRACT When individuals in our knowledge society assess the extent of their own knowledge, they may overestimate what they actually know. But, this knowledge illusion can be reduced when people are prompted to explain the content. To investigate whether this holds true for written self-explanations about science phenomena this study transfers the Illusion of explanatory depth (IOED) paradigm to learning from a written science-related text. In an experimental group design, individuals (N = 155) first read information on artificial intelligence supported weather forecasting and then either did or did not produce a written explanation on the topic. Afterwards they rated their own knowledge on the topic, rated experts’ knowledge on the topic, answered questions on their strategies for handling scientific information and rated their own topic specific intellectual humility. Results show that participants in all experimental conditions rated their own knowledge significantly lower than that of experts; however, providing the written explanation about predicting severe weather events did not significantly affect the dependent measures. Implications address how giving explanations may influence judgements of one’s own and scientists’ knowledge in the context of reading science-related texts.
{"title":"Gaining insight through explaining? How generating explanations affects individuals’ perceptions of their own and of experts’ knowledge","authors":"Nina Vaupotič, Dorothe Kienhues, Regina Jucks","doi":"10.1080/21548455.2021.2018627","DOIUrl":"https://doi.org/10.1080/21548455.2021.2018627","url":null,"abstract":"ABSTRACT When individuals in our knowledge society assess the extent of their own knowledge, they may overestimate what they actually know. But, this knowledge illusion can be reduced when people are prompted to explain the content. To investigate whether this holds true for written self-explanations about science phenomena this study transfers the Illusion of explanatory depth (IOED) paradigm to learning from a written science-related text. In an experimental group design, individuals (N = 155) first read information on artificial intelligence supported weather forecasting and then either did or did not produce a written explanation on the topic. Afterwards they rated their own knowledge on the topic, rated experts’ knowledge on the topic, answered questions on their strategies for handling scientific information and rated their own topic specific intellectual humility. Results show that participants in all experimental conditions rated their own knowledge significantly lower than that of experts; however, providing the written explanation about predicting severe weather events did not significantly affect the dependent measures. Implications address how giving explanations may influence judgements of one’s own and scientists’ knowledge in the context of reading science-related texts.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"16 1","pages":"42 - 59"},"PeriodicalIF":1.7,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75300352","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 : 2021-12-29DOI: 10.1080/21548455.2021.2017507
Carla Morais, Luciano Moreira, A. Teixeira, Teresa Aguiar
ABSTRACT Recently, new data about deep-sea ecosystems has stirred scientific, economic, and ecological agendas, but little is known about the public’s perspectives of the deep sea. Our goal is to explore the public’s common sense knowledge of the deep sea, with a view to inform science communication efforts. Based on social representations theory, we investigated the relationship between the public’s meanings associated with the deep sea and psychosocial and positional variables, such as attitudes and education level, and reflected on the implications of the findings for science communication. The study was conducted in Portugal, a coastal, sea-connected country. The sample consisted of 315 adults from different age groups and social strata. Participants were asked to elicit and rank their thoughts about the deep sea using a ranked association technique and fill in questions about sociodemographic information, perceptions, and attitudes concerning the deep sea. Results showed that the social representations of the deep sea were structured as emotional versus rational views and as superficial ocean knowledge versus novel or unusual views. Moreover, results evinced a relationship between representations and psychosocial and positional variables. The gap between scientific and common sense knowledge was evident amongst participants with a low education level and low science engagement, whilst highly educated and science-engaged participants’ representations seemed to be narrowed by instrumental views on science. This research is significant to better directing science communication to increase well-informed public participation in decision-making related to deep sea management and other socio-scientific issues by responding to audience’s background knowledge.
{"title":"No waves from surface knowledge: diving into the social representations of the deep sea","authors":"Carla Morais, Luciano Moreira, A. Teixeira, Teresa Aguiar","doi":"10.1080/21548455.2021.2017507","DOIUrl":"https://doi.org/10.1080/21548455.2021.2017507","url":null,"abstract":"ABSTRACT\u0000 Recently, new data about deep-sea ecosystems has stirred scientific, economic, and ecological agendas, but little is known about the public’s perspectives of the deep sea. Our goal is to explore the public’s common sense knowledge of the deep sea, with a view to inform science communication efforts. Based on social representations theory, we investigated the relationship between the public’s meanings associated with the deep sea and psychosocial and positional variables, such as attitudes and education level, and reflected on the implications of the findings for science communication. The study was conducted in Portugal, a coastal, sea-connected country. The sample consisted of 315 adults from different age groups and social strata. Participants were asked to elicit and rank their thoughts about the deep sea using a ranked association technique and fill in questions about sociodemographic information, perceptions, and attitudes concerning the deep sea. Results showed that the social representations of the deep sea were structured as emotional versus rational views and as superficial ocean knowledge versus novel or unusual views. Moreover, results evinced a relationship between representations and psychosocial and positional variables. The gap between scientific and common sense knowledge was evident amongst participants with a low education level and low science engagement, whilst highly educated and science-engaged participants’ representations seemed to be narrowed by instrumental views on science. This research is significant to better directing science communication to increase well-informed public participation in decision-making related to deep sea management and other socio-scientific issues by responding to audience’s background knowledge.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"31 1","pages":"22 - 41"},"PeriodicalIF":1.7,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81183865","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 : 2021-10-02DOI: 10.1080/21548455.2021.2010830
L. Zummo, Emma C. Gargroetzi, Antero Garcia
ABSTRACT Civic engagement that leverages scientific concepts and reasoning is cited as a goal of science education, yet little research has attended to authentic enactments of science-related civic engagement that youth undertake currently. We shed light on this understudied area by investigating youth letters written to the (then unknown) future US president in 2016. Using qualitative text analysis, we examined youth scientific reasoning via argumentation about climate change, aiming to clarify how youth use science in conjunction with other forms of reasoning within civic engagement, specifically around two popular icons of climate change—polar bears and the Great Barrier Reef. We describe several observed trends including a high frequency of logical appeals and their co-occurrence with implicit ethical appeals. We use these findings to offer implications for science education research and practice, suggesting explicit attention to the role of morals, ethics, and politics in science-related civic engagement.
{"title":"How youth use scientific argumentation in civic participation on climate change: polar bears, the Great Barrier Reef, and ‘your job as president’","authors":"L. Zummo, Emma C. Gargroetzi, Antero Garcia","doi":"10.1080/21548455.2021.2010830","DOIUrl":"https://doi.org/10.1080/21548455.2021.2010830","url":null,"abstract":"ABSTRACT Civic engagement that leverages scientific concepts and reasoning is cited as a goal of science education, yet little research has attended to authentic enactments of science-related civic engagement that youth undertake currently. We shed light on this understudied area by investigating youth letters written to the (then unknown) future US president in 2016. Using qualitative text analysis, we examined youth scientific reasoning via argumentation about climate change, aiming to clarify how youth use science in conjunction with other forms of reasoning within civic engagement, specifically around two popular icons of climate change—polar bears and the Great Barrier Reef. We describe several observed trends including a high frequency of logical appeals and their co-occurrence with implicit ethical appeals. We use these findings to offer implications for science education research and practice, suggesting explicit attention to the role of morals, ethics, and politics in science-related civic engagement.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"143 1","pages":"362 - 377"},"PeriodicalIF":1.7,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77041851","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 : 2021-10-02DOI: 10.1080/21548455.2021.1996656
Kathryn J. Boyd, Christine Okochi, Megan K. Littrell, R. Batchelor, A. Gold, E. Leckey
ABSTRACT Mentorship has been shown to have a positive influence on mentees but less research is available on the impacts for mentors, particularly those involved in science, technology, engineering, and math (STEM) outreach. As we work to enhance STEM engagement through outreach programs that include mentoring, understanding the impact on mentors that participate in these programs has implications for program design and offers new avenues for effective mentor engagement. This study explored the impacts of mentoring on undergraduate film and graduate science students who served as mentors in an outreach program for middle and high school youth. In this outreach program, a participant-centered mentorship model was implemented, with mentors supporting students in creating films about local climate change impacts in their communities. The focus was put on interdisciplinary work and the development of communication and relationship building in teams of students and their mentors. Data were collected from the mentors through surveys and interviews. As a result of their participation, mentors experienced professional and personal benefits, such as building teaching and communication skills, developing relationships and networking connections, and personal satisfaction. Several mentors reported high, positive impacts that resulted in changes to their career paths towards STEM education. Mentors who reported moderate or low levels of impact may have had past mentoring experiences that moderated the impact. Based on these findings, we suggest that mentor career and skill development is considered in the development of outreach programs and mentor training to enhance the impact on mentors and their engagement in STEM.
{"title":"Career implications for college student mentors through their contribution to a climate film outreach program for adolescents","authors":"Kathryn J. Boyd, Christine Okochi, Megan K. Littrell, R. Batchelor, A. Gold, E. Leckey","doi":"10.1080/21548455.2021.1996656","DOIUrl":"https://doi.org/10.1080/21548455.2021.1996656","url":null,"abstract":"ABSTRACT Mentorship has been shown to have a positive influence on mentees but less research is available on the impacts for mentors, particularly those involved in science, technology, engineering, and math (STEM) outreach. As we work to enhance STEM engagement through outreach programs that include mentoring, understanding the impact on mentors that participate in these programs has implications for program design and offers new avenues for effective mentor engagement. This study explored the impacts of mentoring on undergraduate film and graduate science students who served as mentors in an outreach program for middle and high school youth. In this outreach program, a participant-centered mentorship model was implemented, with mentors supporting students in creating films about local climate change impacts in their communities. The focus was put on interdisciplinary work and the development of communication and relationship building in teams of students and their mentors. Data were collected from the mentors through surveys and interviews. As a result of their participation, mentors experienced professional and personal benefits, such as building teaching and communication skills, developing relationships and networking connections, and personal satisfaction. Several mentors reported high, positive impacts that resulted in changes to their career paths towards STEM education. Mentors who reported moderate or low levels of impact may have had past mentoring experiences that moderated the impact. Based on these findings, we suggest that mentor career and skill development is considered in the development of outreach programs and mentor training to enhance the impact on mentors and their engagement in STEM.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"1 1","pages":"308 - 323"},"PeriodicalIF":1.7,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83665809","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 : 2021-10-02DOI: 10.1080/21548455.2021.1999530
T. Ribeiro, A. Lima, C. Vasconcelos
ABSTRACT Society’s progress and living standards depend on the exploitation of raw materials. For centuries, its exploitation had kept pace with humanity’s demand. Lithium is a critical element, essential to the development of green technologies, to decarbonization process, and for our daily life. In Portugal, there are high-quality Lithium deposits, with the Barroso-Alvão region holding a significant one. In this region, the mining possibility raises communities’ societal concerns. Although exploitation is a needed asset for geoscientists, communities present a contrary position. Then, what is the reason for this conflict? A questionnaire was conducted amongst inhabitants (N = 61) from two communities to determine their perceptions concerning the transparency of communication by the specialists, media, and exploitation companies. The results revealed insufficient clearness leading to the population’s disapproval. Geoethical dilemmas were raised such as the need for reliable communication and the geoscientists’ role in informed consent. Underlying to geosciences education and communication, citizens’ engagement activities are required for the forming of accurate opinions about the demand for georesources.
{"title":"The need for transparent communication in mining: a case study in lithium exploitation","authors":"T. Ribeiro, A. Lima, C. Vasconcelos","doi":"10.1080/21548455.2021.1999530","DOIUrl":"https://doi.org/10.1080/21548455.2021.1999530","url":null,"abstract":"ABSTRACT Society’s progress and living standards depend on the exploitation of raw materials. For centuries, its exploitation had kept pace with humanity’s demand. Lithium is a critical element, essential to the development of green technologies, to decarbonization process, and for our daily life. In Portugal, there are high-quality Lithium deposits, with the Barroso-Alvão region holding a significant one. In this region, the mining possibility raises communities’ societal concerns. Although exploitation is a needed asset for geoscientists, communities present a contrary position. Then, what is the reason for this conflict? A questionnaire was conducted amongst inhabitants (N = 61) from two communities to determine their perceptions concerning the transparency of communication by the specialists, media, and exploitation companies. The results revealed insufficient clearness leading to the population’s disapproval. Geoethical dilemmas were raised such as the need for reliable communication and the geoscientists’ role in informed consent. Underlying to geosciences education and communication, citizens’ engagement activities are required for the forming of accurate opinions about the demand for georesources.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"88 1","pages":"324 - 343"},"PeriodicalIF":1.7,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89224133","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 : 2021-10-02DOI: 10.1080/21548455.2021.2012298
A. Sardo, H. Little, L. Fogg-Rogers
ABSTRACT The Royal Institution Christmas Lectures are a landmark in the history of science communication. With today’s changing media landscape, it is important to know who is currently watching, how they are watching, and how they are perceiving the content. This cross-sectional study evaluated perceptions of live audiences, people watching at home via Twitter, and awareness of the Lectures by science-interested audiences. The Lectures are valued by science-enthusiast audiences for performative identity sharing and valued tradition. However, younger generations are shifting away from traditional television to online videos, and the Lectures must adapt to remain relevant to new audiences.
{"title":"Transforming tradition: how the iconic Christmas Lectures series is perceived by its audiences","authors":"A. Sardo, H. Little, L. Fogg-Rogers","doi":"10.1080/21548455.2021.2012298","DOIUrl":"https://doi.org/10.1080/21548455.2021.2012298","url":null,"abstract":"ABSTRACT The Royal Institution Christmas Lectures are a landmark in the history of science communication. With today’s changing media landscape, it is important to know who is currently watching, how they are watching, and how they are perceiving the content. This cross-sectional study evaluated perceptions of live audiences, people watching at home via Twitter, and awareness of the Lectures by science-interested audiences. The Lectures are valued by science-enthusiast audiences for performative identity sharing and valued tradition. However, younger generations are shifting away from traditional television to online videos, and the Lectures must adapt to remain relevant to new audiences.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"43 1","pages":"378 - 393"},"PeriodicalIF":1.7,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83674390","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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