Pub Date : 2021-10-02DOI: 10.1080/21548455.2021.2000661
Carrie Schuman, K. Stofer, Lisa Anthony, Hannah Neff, Nikita Soni, Alice Darrow, Peter Chang
ABSTRACT Interest is an important precursor to engaging the public in environmental and science learning. We used focus groups to explore ocean learning interests of inland residents of a coastal U.S. state, reasons for those interests, and differences between adults and children. We found adults and children generally had similar interests including categories like physical phenomena, sea life, and human impact on and from the ocean which could be a starting point for designers to gather specific local interests and context. Reasons for interest included knowledge for future decision-making which could be leveraged to encourage behavior change for ocean conservation and stewardship.
{"title":"Inland adult and child interest in the ocean","authors":"Carrie Schuman, K. Stofer, Lisa Anthony, Hannah Neff, Nikita Soni, Alice Darrow, Peter Chang","doi":"10.1080/21548455.2021.2000661","DOIUrl":"https://doi.org/10.1080/21548455.2021.2000661","url":null,"abstract":"ABSTRACT Interest is an important precursor to engaging the public in environmental and science learning. We used focus groups to explore ocean learning interests of inland residents of a coastal U.S. state, reasons for those interests, and differences between adults and children. We found adults and children generally had similar interests including categories like physical phenomena, sea life, and human impact on and from the ocean which could be a starting point for designers to gather specific local interests and context. Reasons for interest included knowledge for future decision-making which could be leveraged to encourage behavior change for ocean conservation and stewardship.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"43 1","pages":"344 - 361"},"PeriodicalIF":1.7,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78548988","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 : 2021-09-25DOI: 10.1080/21548455.2021.1971320
M. J. Gathings, K. Peterman
ABSTRACT This article presents findings from a secondary study of science capital within the context of U.S. science festivals. Drawing on attendee survey data from eleven science festivals across the United States (n = 1,645) and evaluation surveys from a statewide school-based festival program (n = 2,320), we explore the concept of science capital (i.e. science-related cultural capital, science-related social capital, and science-related behavior and practices) within science festival programs. Using linear regression, we utilize attendee demographics and event characteristics to predict shifts in science capital. Our results indicate that members of STEM minority groups (i.e. girls and women; Black/African Americans, Latino/Hispanic/Latinx, Native Americans, Native Hawaiians and Other Pacific Islanders) report greater shifts in science capital scores. Time at event and scientist interactions at the event are also associated with greater shifts in scientific cultural capital. We interpret these findings in light of Philip and Azevedo's work (2017) on out-of-school science learning and equity. As a concept, science capital offers a useful lens through which to view informal science learning, science communication, and how public science events (e.g. science festivals) play an important role in contributing to the local STEM learning ecosystem.
{"title":"Science festivals and the cultivation of science capital: a retrospective study of science capital","authors":"M. J. Gathings, K. Peterman","doi":"10.1080/21548455.2021.1971320","DOIUrl":"https://doi.org/10.1080/21548455.2021.1971320","url":null,"abstract":"ABSTRACT This article presents findings from a secondary study of science capital within the context of U.S. science festivals. Drawing on attendee survey data from eleven science festivals across the United States (n = 1,645) and evaluation surveys from a statewide school-based festival program (n = 2,320), we explore the concept of science capital (i.e. science-related cultural capital, science-related social capital, and science-related behavior and practices) within science festival programs. Using linear regression, we utilize attendee demographics and event characteristics to predict shifts in science capital. Our results indicate that members of STEM minority groups (i.e. girls and women; Black/African Americans, Latino/Hispanic/Latinx, Native Americans, Native Hawaiians and Other Pacific Islanders) report greater shifts in science capital scores. Time at event and scientist interactions at the event are also associated with greater shifts in scientific cultural capital. We interpret these findings in light of Philip and Azevedo's work (2017) on out-of-school science learning and equity. As a concept, science capital offers a useful lens through which to view informal science learning, science communication, and how public science events (e.g. science festivals) play an important role in contributing to the local STEM learning ecosystem.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"5 1","pages":"293 - 307"},"PeriodicalIF":1.7,"publicationDate":"2021-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85961145","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 : 2021-07-03DOI: 10.1080/21548455.2021.1943763
J. Besley, S. Garlick, Kathy Fallon Lambert, Leigh Anne Tiffany
ABSTRACT This study initially reports on qualitative interviews (n = 17) with scientists at two Long Term Ecological Research (LTER) sites in the northeastern United States. These interviews suggest the need for greater attention to the role of communication professionals and institutional leadership in fostering high-quality public engagement. The study also reports on a follow-up quantitative survey (n = 68) conducted to better understand the degree to which LTER scientists’ views about communication professionals were meaningfully associated with perceptions about the need for robust engagement funding. The project was initially designed based on the Integrated Behavioral Model to assess how individual LTER scientists’ engagement-related attitudes, normative beliefs, and efficacy beliefs affected their communication activities. However, the combined results highlight the potential value of additional research and theorization aimed at better understanding the factors that might lead to greater cooperation between scientists and organizational communicators.
{"title":"The role of communication professionals in fostering a culture of public engagement","authors":"J. Besley, S. Garlick, Kathy Fallon Lambert, Leigh Anne Tiffany","doi":"10.1080/21548455.2021.1943763","DOIUrl":"https://doi.org/10.1080/21548455.2021.1943763","url":null,"abstract":"ABSTRACT This study initially reports on qualitative interviews (n = 17) with scientists at two Long Term Ecological Research (LTER) sites in the northeastern United States. These interviews suggest the need for greater attention to the role of communication professionals and institutional leadership in fostering high-quality public engagement. The study also reports on a follow-up quantitative survey (n = 68) conducted to better understand the degree to which LTER scientists’ views about communication professionals were meaningfully associated with perceptions about the need for robust engagement funding. The project was initially designed based on the Integrated Behavioral Model to assess how individual LTER scientists’ engagement-related attitudes, normative beliefs, and efficacy beliefs affected their communication activities. However, the combined results highlight the potential value of additional research and theorization aimed at better understanding the factors that might lead to greater cooperation between scientists and organizational communicators.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"20 1","pages":"225 - 241"},"PeriodicalIF":1.7,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83879520","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 : 2021-07-03DOI: 10.1080/21548455.2021.1946619
Alana A. U. Kennedy, Ian Thacker, Benjamin D. Nye, G. Sinatra, W. Swartout, Emily Lindsey
ABSTRACT Informal learning environments, such as museums, provide unique opportunities for science learning. They are deliberately designed to impact public understanding of science and shape visitors’ attitudes and behaviors. As a developing technology, augmented reality (AR) offers the transformative potential to support museums’ educational missions by enhancing visitors’ experience, thereby creating effective conditions for learning and personalized interactions with science. We implemented an AR-enhanced exhibit at the La Brea Tar Pits (LBTP) to reduce scientific misconceptions and explore the role of interest and emotions around science and AR technology as it related to learning and knowledge revision. Using a pretest-posttest design, 62 adults completed an AR experience that addressed two scientific misconceptions related to the consistency of tar and frequency of large animal entrapment. We found that participants had significantly fewer misconceptions at posttest than at pretest. Participants also reported higher levels of interest in science content than AR technology and discriminated between emotions they experienced with regard to science content and AR technology. Feelings of curiosity predicted knowledge revision and interest in both science content and AR technology. These findings may be useful for museums and other science communicators seeking to create AR interventions that support learning and conceptual change.
{"title":"Promoting interest, positive emotions, and knowledge using augmented reality in a museum setting","authors":"Alana A. U. Kennedy, Ian Thacker, Benjamin D. Nye, G. Sinatra, W. Swartout, Emily Lindsey","doi":"10.1080/21548455.2021.1946619","DOIUrl":"https://doi.org/10.1080/21548455.2021.1946619","url":null,"abstract":"ABSTRACT Informal learning environments, such as museums, provide unique opportunities for science learning. They are deliberately designed to impact public understanding of science and shape visitors’ attitudes and behaviors. As a developing technology, augmented reality (AR) offers the transformative potential to support museums’ educational missions by enhancing visitors’ experience, thereby creating effective conditions for learning and personalized interactions with science. We implemented an AR-enhanced exhibit at the La Brea Tar Pits (LBTP) to reduce scientific misconceptions and explore the role of interest and emotions around science and AR technology as it related to learning and knowledge revision. Using a pretest-posttest design, 62 adults completed an AR experience that addressed two scientific misconceptions related to the consistency of tar and frequency of large animal entrapment. We found that participants had significantly fewer misconceptions at posttest than at pretest. Participants also reported higher levels of interest in science content than AR technology and discriminated between emotions they experienced with regard to science content and AR technology. Feelings of curiosity predicted knowledge revision and interest in both science content and AR technology. These findings may be useful for museums and other science communicators seeking to create AR interventions that support learning and conceptual change.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"18 1","pages":"242 - 258"},"PeriodicalIF":1.7,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89015972","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 : 2021-07-03DOI: 10.1080/21548455.2021.1971319
Katherine E. Rawlinson, C. Duckett, Hollie Shaw, M. Woodroofe, Melissa M. Lacey
ABSTRACT Creative ways of delivering informal science events in community settings are viewed as key to engaging new audiences and participants whom scientists find hard to reach, however, the impact of ‘formal’ setting events is often overlooked. Here, through a mixed-methods approach, we analyse a large-scale family-focused public engagement event hosted within a university campus setting. We aimed to explore the profile of visitors attending together with the impact and perceived knowledge gained. Analysis from two consecutive years of data collection found that the university-based event attracted new visitors annually, with almost half having not attended other science events/attractions within the last year. An increase in perceived knowledge was shown amongst all study participants, being significantly amplified in those from low progression to higher education postcode areas. Both immediate and longer-term positive impact was reported by participants with increases in components of science capital observed as well as enhanced positive perception of the university and its students. This data exemplifies the benefit of university-hosted events in widening participation and public understanding of science.
{"title":"Family-focused campus-based university event increases perceived knowledge, science capital and aspirations across a wide demographic","authors":"Katherine E. Rawlinson, C. Duckett, Hollie Shaw, M. Woodroofe, Melissa M. Lacey","doi":"10.1080/21548455.2021.1971319","DOIUrl":"https://doi.org/10.1080/21548455.2021.1971319","url":null,"abstract":"ABSTRACT Creative ways of delivering informal science events in community settings are viewed as key to engaging new audiences and participants whom scientists find hard to reach, however, the impact of ‘formal’ setting events is often overlooked. Here, through a mixed-methods approach, we analyse a large-scale family-focused public engagement event hosted within a university campus setting. We aimed to explore the profile of visitors attending together with the impact and perceived knowledge gained. Analysis from two consecutive years of data collection found that the university-based event attracted new visitors annually, with almost half having not attended other science events/attractions within the last year. An increase in perceived knowledge was shown amongst all study participants, being significantly amplified in those from low progression to higher education postcode areas. Both immediate and longer-term positive impact was reported by participants with increases in components of science capital observed as well as enhanced positive perception of the university and its students. This data exemplifies the benefit of university-hosted events in widening participation and public understanding of science.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"17 1","pages":"273 - 291"},"PeriodicalIF":1.7,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87306649","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 : 2021-07-03DOI: 10.1080/21548455.2021.1969605
Niveen Abighannam, A. Dudo
ABSTRACT Recent public engagement with science (PES) scholarship has discussed the importance of designing and implementing extrinsic reward systems to recognize the scientists involved in PES work and potentially induce further engagement. This study examines the perceptions of the applicants, finalists, and awardees of a prestigious PES award. Although the award is perceived highly by all three groups, we found that it only has major impacts on the careers and PES work of those who had actually won it. Upon winning, the awardees experience internal and external validation in the form of increased confidence, recognition from others, and further PES and career opportunities that would not have been available to them otherwise. The rest of the applicants perceived no direct or indirect benefits from applying to the award. Our results suggest that more sustainable and far-reaching reward systems should be designed in order to support and reward more publicly engaged scientists.
{"title":"Examining the perceived value of a prestigious science engagement award: views of applicants, finalists, and awardees","authors":"Niveen Abighannam, A. Dudo","doi":"10.1080/21548455.2021.1969605","DOIUrl":"https://doi.org/10.1080/21548455.2021.1969605","url":null,"abstract":"ABSTRACT Recent public engagement with science (PES) scholarship has discussed the importance of designing and implementing extrinsic reward systems to recognize the scientists involved in PES work and potentially induce further engagement. This study examines the perceptions of the applicants, finalists, and awardees of a prestigious PES award. Although the award is perceived highly by all three groups, we found that it only has major impacts on the careers and PES work of those who had actually won it. Upon winning, the awardees experience internal and external validation in the form of increased confidence, recognition from others, and further PES and career opportunities that would not have been available to them otherwise. The rest of the applicants perceived no direct or indirect benefits from applying to the award. Our results suggest that more sustainable and far-reaching reward systems should be designed in order to support and reward more publicly engaged scientists.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"117 1","pages":"259 - 272"},"PeriodicalIF":1.7,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80305835","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 : 2021-06-17DOI: 10.1080/21548455.2021.1938740
Ruoyu Jenny Duan, Graham J. Walker, Lindy A. Orthia
ABSTRACT Designing exhibits that catch and hold people’s interest – particularly easily distracted children – is a key challenge for science centres. Here we apply situational interest (SI), a model from educational psychology and STEM education, to understand characteristics exhibit designers use to trigger and/or maintain interest, evoke emotions and foster relevance. Australian designers were surveyed (n = 18) and interviewed (n = 5). Analysis showed although designers did not consciously apply SI, they consistently used fundamental aspects of the model, such as selecting distinct design characteristics to trigger interest, others to maintain it, and considering how characteristics affected emotions and relevance. This demonstrates SI is applicable to exhibit design. To trigger interest, designers highlighted characteristics including accessibility, hands-on experience, user-centredness, and sensory stimulation, and to maintain interest open-endedness. Social interaction – especially having multiple simultaneous exhibit users – was the only design characteristic identified as key for both triggering and maintaining interest. Designers associated specific emotions with triggering and/or maintaining interest, including negative or bi-valanced emotions. Characteristics to increase relevance included familiar objects, prior experience/prior knowledge, novelty and familiarity and social and cultural context. This study fuses psychological theory on interest with the lived-experience of exhibit designers, providing insights useful for designers, interpretive staff and researchers.
{"title":"Interest, emotions, relevance: viewing science centre interactive exhibit design through the lens of situational interest","authors":"Ruoyu Jenny Duan, Graham J. Walker, Lindy A. Orthia","doi":"10.1080/21548455.2021.1938740","DOIUrl":"https://doi.org/10.1080/21548455.2021.1938740","url":null,"abstract":"ABSTRACT Designing exhibits that catch and hold people’s interest – particularly easily distracted children – is a key challenge for science centres. Here we apply situational interest (SI), a model from educational psychology and STEM education, to understand characteristics exhibit designers use to trigger and/or maintain interest, evoke emotions and foster relevance. Australian designers were surveyed (n = 18) and interviewed (n = 5). Analysis showed although designers did not consciously apply SI, they consistently used fundamental aspects of the model, such as selecting distinct design characteristics to trigger interest, others to maintain it, and considering how characteristics affected emotions and relevance. This demonstrates SI is applicable to exhibit design. To trigger interest, designers highlighted characteristics including accessibility, hands-on experience, user-centredness, and sensory stimulation, and to maintain interest open-endedness. Social interaction – especially having multiple simultaneous exhibit users – was the only design characteristic identified as key for both triggering and maintaining interest. Designers associated specific emotions with triggering and/or maintaining interest, including negative or bi-valanced emotions. Characteristics to increase relevance included familiar objects, prior experience/prior knowledge, novelty and familiarity and social and cultural context. This study fuses psychological theory on interest with the lived-experience of exhibit designers, providing insights useful for designers, interpretive staff and researchers.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"14 13 1","pages":"191 - 209"},"PeriodicalIF":1.7,"publicationDate":"2021-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80666323","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 : 2021-06-13DOI: 10.1080/21548455.2021.1938741
Shupei Yuan, J. Besley
ABSTRACT Science communicators who explicitly seek to achieve specific outcomes and goals efficiently and effectively are engaged in strategic science communication. The current study used qualitative interviews to explore how science bloggers view and practice strategic science communication. Interviews with 20 science bloggers who cover various scientific topics suggest that many science bloggers actively apply a range of techniques in their writing but vary in the degree to which they are strategic in using these techniques to try to achieve specific communication outcomes. The findings highlight the value of science blogs in terms of their potential to have a collective and cumulative impact on audiences and provide a window to the future development of online science communication, particularly in areas of objective setting.
{"title":"Understanding science bloggers’ view and approach to strategic communication","authors":"Shupei Yuan, J. Besley","doi":"10.1080/21548455.2021.1938741","DOIUrl":"https://doi.org/10.1080/21548455.2021.1938741","url":null,"abstract":"ABSTRACT Science communicators who explicitly seek to achieve specific outcomes and goals efficiently and effectively are engaged in strategic science communication. The current study used qualitative interviews to explore how science bloggers view and practice strategic science communication. Interviews with 20 science bloggers who cover various scientific topics suggest that many science bloggers actively apply a range of techniques in their writing but vary in the degree to which they are strategic in using these techniques to try to achieve specific communication outcomes. The findings highlight the value of science blogs in terms of their potential to have a collective and cumulative impact on audiences and provide a window to the future development of online science communication, particularly in areas of objective setting.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"7 1","pages":"210 - 224"},"PeriodicalIF":1.7,"publicationDate":"2021-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85306886","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 : 2021-04-03DOI: 10.1080/21548455.2021.1917014
Nagwan R. Zahry, J. Besley
ABSTRACT The current study is premised on the expectation that the time university students spend on campus may represent the most substantial exposure they will have to science and scientists in their lifetime. Building on the cultivation theory, we examine whether exposure to science during undergraduate education – through a major in a natural science field or not – is associated with students’ science knowledge and attitudes towards science and scientists. In total, 1727 undergraduates from a Midwestern university completed the survey. Mean comparisons suggest small increases in science knowledge and perception of scientist’s competence along with a small decrease in reservations about science. Perceptions of scientists’ warmth appears to stay stable. Regression analyses with moderation reveal that some demographic factors are associated with science knowledge and attitudes, and some limited cases of possible moderation between student demographics and year of study. Implications for science communication and recruitment efforts in STEM colleges are discussed.
{"title":"University attendance as science communication","authors":"Nagwan R. Zahry, J. Besley","doi":"10.1080/21548455.2021.1917014","DOIUrl":"https://doi.org/10.1080/21548455.2021.1917014","url":null,"abstract":"ABSTRACT The current study is premised on the expectation that the time university students spend on campus may represent the most substantial exposure they will have to science and scientists in their lifetime. Building on the cultivation theory, we examine whether exposure to science during undergraduate education – through a major in a natural science field or not – is associated with students’ science knowledge and attitudes towards science and scientists. In total, 1727 undergraduates from a Midwestern university completed the survey. Mean comparisons suggest small increases in science knowledge and perception of scientist’s competence along with a small decrease in reservations about science. Perceptions of scientists’ warmth appears to stay stable. Regression analyses with moderation reveal that some demographic factors are associated with science knowledge and attitudes, and some limited cases of possible moderation between student demographics and year of study. Implications for science communication and recruitment efforts in STEM colleges are discussed.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"114 1","pages":"155 - 173"},"PeriodicalIF":1.7,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77964230","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 : 2021-04-03DOI: 10.1080/21548455.2021.1923081
T. Campbell, Laura Rodriguez, D. Moss, J. Volin, C. Arnold, Laura M. Cisneros, Cary Chadwick, David Dickson, Jesse M. Rubenstein, Bethlehem A. Abebe
ABSTRACT This research aimed to better understand the interaction between positioning and STEM identity authoring as intergenerational teams collaborated to complete community conservation projects, following a two-day conservation and geospatial technology workshop. Scientists and science educators supported these learners as they developed the focus, resources, timeline, and methods used to accomplish their negotiated pursuits at the two-day workshop and throughout their subsequent community project as a form of public engagement. To better understand the ways in which intergenerational teams located or positioned themselves and their partners, the ways in which teens and adults engaged in STEM identity authoring, and the interplay between positioning and STEM identity authoring a two-case study was completed. In this, field observations, interviews, and project artifacts were collected as the primary data sources. Findings emerging from the qualitative analysis of the data collected revealed how positioning and STEM identity authoring were found to be entangled and concurrently reinforcing even at the outset of the intergenerational teams’ work. Additionally, positioning and STEM identity authoring in intergenerational teams were influenced by societal and cultural norms. These findings as well as recommendations emerging from the findings are further elaborated with the aim of supporting future intergenerational work of teens and adults in informal STEM learning contexts.
{"title":"Intergenerational community conservation projects, STEM identity authoring, and positioning: the cases of two intergenerational teams","authors":"T. Campbell, Laura Rodriguez, D. Moss, J. Volin, C. Arnold, Laura M. Cisneros, Cary Chadwick, David Dickson, Jesse M. Rubenstein, Bethlehem A. Abebe","doi":"10.1080/21548455.2021.1923081","DOIUrl":"https://doi.org/10.1080/21548455.2021.1923081","url":null,"abstract":"ABSTRACT This research aimed to better understand the interaction between positioning and STEM identity authoring as intergenerational teams collaborated to complete community conservation projects, following a two-day conservation and geospatial technology workshop. Scientists and science educators supported these learners as they developed the focus, resources, timeline, and methods used to accomplish their negotiated pursuits at the two-day workshop and throughout their subsequent community project as a form of public engagement. To better understand the ways in which intergenerational teams located or positioned themselves and their partners, the ways in which teens and adults engaged in STEM identity authoring, and the interplay between positioning and STEM identity authoring a two-case study was completed. In this, field observations, interviews, and project artifacts were collected as the primary data sources. Findings emerging from the qualitative analysis of the data collected revealed how positioning and STEM identity authoring were found to be entangled and concurrently reinforcing even at the outset of the intergenerational teams’ work. Additionally, positioning and STEM identity authoring in intergenerational teams were influenced by societal and cultural norms. These findings as well as recommendations emerging from the findings are further elaborated with the aim of supporting future intergenerational work of teens and adults in informal STEM learning contexts.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"38 1","pages":"174 - 190"},"PeriodicalIF":1.7,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88186437","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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