Pub Date : 2021-04-03DOI: 10.1080/21548455.2021.1905904
Mpfareleni Rejoyce Gavhi-Molefe, E. Jensen, M. Joubert
ABSTRACT Scientists are key actors in public engagement activities, such as science festivals. This study sought to explore factors that encouraged and/or deterred scientists’ participation in Scifest Africa, the flagship science festival in South Africa. A self-administered, online survey was completed by 40 scientists who participated in this science festival in 2019. The survey was comprised of a mix of closed- and open-ended questions, and responses were processed statistically and thematically. The results showed that objectives of informing, exciting and inspiring the public were key motivators, while time constraints and concerns over the efficacy of engagement were prominent deterrents. Factors linked to the legacy of apartheid in South Africa and current societal challenges, inspired a strong moral obligation amongst most scientists to give something back to society through inclusive platforms such as the Scifest. In particular, for black African and/or female scientists, being role models was a key motivating factor. Our findings illustrate the importance of context-specific factors concerning motivators for public engagement. Understanding why scientists participate in public engagement events, is crucial for festival organisers, who rely on scientists as volunteers. These insights could also help to advance public engagement with science, which features prominently in government policy frameworks.
{"title":"Why scientists agree to participate in science festivals: evidence from South Africa","authors":"Mpfareleni Rejoyce Gavhi-Molefe, E. Jensen, M. Joubert","doi":"10.1080/21548455.2021.1905904","DOIUrl":"https://doi.org/10.1080/21548455.2021.1905904","url":null,"abstract":"ABSTRACT Scientists are key actors in public engagement activities, such as science festivals. This study sought to explore factors that encouraged and/or deterred scientists’ participation in Scifest Africa, the flagship science festival in South Africa. A self-administered, online survey was completed by 40 scientists who participated in this science festival in 2019. The survey was comprised of a mix of closed- and open-ended questions, and responses were processed statistically and thematically. The results showed that objectives of informing, exciting and inspiring the public were key motivators, while time constraints and concerns over the efficacy of engagement were prominent deterrents. Factors linked to the legacy of apartheid in South Africa and current societal challenges, inspired a strong moral obligation amongst most scientists to give something back to society through inclusive platforms such as the Scifest. In particular, for black African and/or female scientists, being role models was a key motivating factor. Our findings illustrate the importance of context-specific factors concerning motivators for public engagement. Understanding why scientists participate in public engagement events, is crucial for festival organisers, who rely on scientists as volunteers. These insights could also help to advance public engagement with science, which features prominently in government policy frameworks.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"9 1","pages":"127 - 142"},"PeriodicalIF":1.7,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83801027","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 : 2021-04-02DOI: 10.1080/21548455.2021.1907630
Alandeom W. Oliveira, A. Brown, Marissa Carroll, Elizabeth Blenkarn, B. Austin, Tiffany Bretzlaff
ABSTRACT This study examines an undergraduate biology instructor’s use of video reflection for promoting students’ development as oral science communicators. After being provided with instruction on how to communicate effectively, students were asked to give scientific oral presentations and reflectively assess their own communicative performance by critically watching video-recordings of themselves. For a considerable portion of students (40.74%), the act of watching a video of themselves led to a change in their self-perceptions. There were slightly more instances of positive change than negative ones (22.22% and 18.52%, respectively). The most self-critical students developed perceptions of themselves that were less negative than before, whereas many students who initially felt badly about their presentations developed more positive self-perceptions after watching the video. In both cases, video reflection led to a more balanced perception of how effectively students presented their selves while giving a scientific oral presentation. It is argued that video reflection can help undergraduate students develop improved self-monitoring and self-regulation during performance of oral scientific presentations, and hence prepare the next generation of scientists to have a more productive professional life.
{"title":"Developing undergraduate student oral science communication through video reflection","authors":"Alandeom W. Oliveira, A. Brown, Marissa Carroll, Elizabeth Blenkarn, B. Austin, Tiffany Bretzlaff","doi":"10.1080/21548455.2021.1907630","DOIUrl":"https://doi.org/10.1080/21548455.2021.1907630","url":null,"abstract":"ABSTRACT This study examines an undergraduate biology instructor’s use of video reflection for promoting students’ development as oral science communicators. After being provided with instruction on how to communicate effectively, students were asked to give scientific oral presentations and reflectively assess their own communicative performance by critically watching video-recordings of themselves. For a considerable portion of students (40.74%), the act of watching a video of themselves led to a change in their self-perceptions. There were slightly more instances of positive change than negative ones (22.22% and 18.52%, respectively). The most self-critical students developed perceptions of themselves that were less negative than before, whereas many students who initially felt badly about their presentations developed more positive self-perceptions after watching the video. In both cases, video reflection led to a more balanced perception of how effectively students presented their selves while giving a scientific oral presentation. It is argued that video reflection can help undergraduate students develop improved self-monitoring and self-regulation during performance of oral scientific presentations, and hence prepare the next generation of scientists to have a more productive professional life.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"8 1","pages":"143 - 154"},"PeriodicalIF":1.7,"publicationDate":"2021-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81376401","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 : 2021-03-29DOI: 10.1080/21548455.2021.1903114
C. Impey, M. Formánek, S. Buxner, M. Wenger
ABSTRACT The basic science knowledge and attitudes toward science have been compared for (1) adult free-choice learners in an astronomy online course or MOOC, (2) undergraduate non-science majors, and (3) professional scientists from graduate student to professor level. The adult MOOC learners have a higher level of science knowledge than the college students, as measured using an NSF instrument, and they display fewer science misconceptions and a deeper view of how science works. They also have more positive attitudes toward science and technology and lower levels of belief in pseudoscience and superstition. Compared to professional scientists at any level, both student groups showed a more limited and shallow view of how science works. These results inform efforts to help free choice learners engage in science so that they can meaningfully participate in the many societal and policy debates that hinge on science.
{"title":"Science knowledge and attitudes of lifelong learners in an astronomy massive open online course","authors":"C. Impey, M. Formánek, S. Buxner, M. Wenger","doi":"10.1080/21548455.2021.1903114","DOIUrl":"https://doi.org/10.1080/21548455.2021.1903114","url":null,"abstract":"ABSTRACT The basic science knowledge and attitudes toward science have been compared for (1) adult free-choice learners in an astronomy online course or MOOC, (2) undergraduate non-science majors, and (3) professional scientists from graduate student to professor level. The adult MOOC learners have a higher level of science knowledge than the college students, as measured using an NSF instrument, and they display fewer science misconceptions and a deeper view of how science works. They also have more positive attitudes toward science and technology and lower levels of belief in pseudoscience and superstition. Compared to professional scientists at any level, both student groups showed a more limited and shallow view of how science works. These results inform efforts to help free choice learners engage in science so that they can meaningfully participate in the many societal and policy debates that hinge on science.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"3 1","pages":"110 - 126"},"PeriodicalIF":1.7,"publicationDate":"2021-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90164548","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 : 2021-03-14DOI: 10.1080/21548455.2021.1898693
J. Plummer, Arzu Tanis Ozcelik, Michele Crowl
ABSTRACT Informal science educators’ goals for preschool-age audiences (ages 3–5 years) shape how they design opportunities for children and families to learn science. However, little research has explored the opportunities provided by informal science educators for preschool-age children to engage in science practices. We invited 12 informal science educators across multiple informal science venues (including nature parks, planetaria, and science centers) in the U.S. to be interviewed and observed facilitating programs with a preschool-age audience at their venue. Using thematic analysis, we found that while four out of twelve educators in our study provided opportunities for young children to engage in science practices, the remaining programs provide only intermittent (four educators) or no opportunities (four educators) for young visitors to do science as an active, social engagement with science phenomena in the natural world. The extent to which educators designed and engaged preschool-age children in science practices was reflected in their own beliefs about how young children do science. These findings can help researchers and practitioners develop professional development to support the informal science education community to build capacity towards deepening young visitors’ engagement with science as an evidence-based enterprise.
{"title":"Informal science educators engaging preschool-age audiences in science practices","authors":"J. Plummer, Arzu Tanis Ozcelik, Michele Crowl","doi":"10.1080/21548455.2021.1898693","DOIUrl":"https://doi.org/10.1080/21548455.2021.1898693","url":null,"abstract":"ABSTRACT Informal science educators’ goals for preschool-age audiences (ages 3–5 years) shape how they design opportunities for children and families to learn science. However, little research has explored the opportunities provided by informal science educators for preschool-age children to engage in science practices. We invited 12 informal science educators across multiple informal science venues (including nature parks, planetaria, and science centers) in the U.S. to be interviewed and observed facilitating programs with a preschool-age audience at their venue. Using thematic analysis, we found that while four out of twelve educators in our study provided opportunities for young children to engage in science practices, the remaining programs provide only intermittent (four educators) or no opportunities (four educators) for young visitors to do science as an active, social engagement with science phenomena in the natural world. The extent to which educators designed and engaged preschool-age children in science practices was reflected in their own beliefs about how young children do science. These findings can help researchers and practitioners develop professional development to support the informal science education community to build capacity towards deepening young visitors’ engagement with science as an evidence-based enterprise.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"11 1","pages":"91 - 109"},"PeriodicalIF":1.7,"publicationDate":"2021-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87858973","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 : 2021-01-02DOI: 10.1080/21548455.2021.1874620
Alexandra Carver, J. Garner, Avi Kaplan, Kevin J. Pugh
ABSTRACT Opportunities to engage with science exist in a variety of non-formal educational contexts, but rarely have studies examined ways to leverage science interest and learning at community science events and other single-attendance occasions. This study builds on Yeager and Walton’s (2011) concept of brief, wise interventions by using open-ended prompts to explore attendees’ engagement during a solar eclipse viewing event. Written responses from 79 adults revealed multiple motivations for attendance. Further, these responses illustrated that attendees expanded their literal and metaphorical meaning making about the eclipse. We explore the utility of brief intervention prompts in the context of existing theories of informal science engagement and discuss implications for supporting and understanding visitors’ motivation and engagement at public science events.
{"title":"Visitors’ attendance motivation and meaning making at a public science event","authors":"Alexandra Carver, J. Garner, Avi Kaplan, Kevin J. Pugh","doi":"10.1080/21548455.2021.1874620","DOIUrl":"https://doi.org/10.1080/21548455.2021.1874620","url":null,"abstract":"ABSTRACT Opportunities to engage with science exist in a variety of non-formal educational contexts, but rarely have studies examined ways to leverage science interest and learning at community science events and other single-attendance occasions. This study builds on Yeager and Walton’s (2011) concept of brief, wise interventions by using open-ended prompts to explore attendees’ engagement during a solar eclipse viewing event. Written responses from 79 adults revealed multiple motivations for attendance. Further, these responses illustrated that attendees expanded their literal and metaphorical meaning making about the eclipse. We explore the utility of brief intervention prompts in the context of existing theories of informal science engagement and discuss implications for supporting and understanding visitors’ motivation and engagement at public science events.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"464 1","pages":"75 - 89"},"PeriodicalIF":1.7,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76512769","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 : 2021-01-02DOI: 10.1080/21548455.2020.1871103
E. Laslo, A. Baram‐Tsabari
ABSTRACT Recent conceptualizations of science literacy, a key aim of contemporary science education, suggest defining it as a function of actual uses of science in daily life. We characterize expressions of science literacy in online authentic public discourse, using content analysis of a year’s worth of widely-read Israeli online news site coverage of animal experimentation and its reader comments, we explore how expressions of science literacy interact with coverage. The national Israeli science-curricula were used as an analytical framework, including scientific knowledge, nature of science (NOS), and inquiry skills. The findings indicate that over half of the scientific concepts used by the commentators are at the high school or academic level, in which science is elective. There were strong correlations (r = 0.96) between the level of overall science concepts used in the articles and reader comments. Comments supporting animal experimentation employed more and higher level of scientific concepts. Contrasting positions were supported by different types of NOS content: opponents of animal experimentation referred more to the social aspects of NOS, echoing differences in worldviews and lack of trust in scientists. We suggest that enabling informed public engagement with science requires explicit integration of investigative and social aspects of the nature of science.
{"title":"Expressions of science literacy in online public discussions of animal experimentation","authors":"E. Laslo, A. Baram‐Tsabari","doi":"10.1080/21548455.2020.1871103","DOIUrl":"https://doi.org/10.1080/21548455.2020.1871103","url":null,"abstract":"ABSTRACT Recent conceptualizations of science literacy, a key aim of contemporary science education, suggest defining it as a function of actual uses of science in daily life. We characterize expressions of science literacy in online authentic public discourse, using content analysis of a year’s worth of widely-read Israeli online news site coverage of animal experimentation and its reader comments, we explore how expressions of science literacy interact with coverage. The national Israeli science-curricula were used as an analytical framework, including scientific knowledge, nature of science (NOS), and inquiry skills. The findings indicate that over half of the scientific concepts used by the commentators are at the high school or academic level, in which science is elective. There were strong correlations (r = 0.96) between the level of overall science concepts used in the articles and reader comments. Comments supporting animal experimentation employed more and higher level of scientific concepts. Contrasting positions were supported by different types of NOS content: opponents of animal experimentation referred more to the social aspects of NOS, echoing differences in worldviews and lack of trust in scientists. We suggest that enabling informed public engagement with science requires explicit integration of investigative and social aspects of the nature of science.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"15 1","pages":"55 - 74"},"PeriodicalIF":1.7,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86468600","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 : 2021-01-02DOI: 10.1080/21548455.2020.1866787
Rebecca K. Browne, Patricia J. Allen, G. Noam
ABSTRACT We report on national trends in STEM program quality using the Dimensions of Success (DoS), an empirical observation tool that provides a common definition of STEM program quality. We analyzed ratings for 12 dimensions of quality obtained from 452 DoS observations performed in 452 STEM-focused OST programs across 25 U.S. states by certified DoS observers. When plotted on a graph, the averages for the 12 quality dimensions display a ‘double-dip’ – a phrase that has been used in practice to communicate OST STEM strengths (higher ratings) and challenges (lower ratings). Nationally, OST programs excelled in quality indicators related to features of the learning environment, including preparation, materials, and space, as well as relationships. However, programs demonstrated less consistent evidence for quality in dimensions related to STEM knowledge and practices, including STEM content learning, inquiry, and reflection (dip #1), as well as areas related to supporting youth voice and STEM relevance (dip #2). This ‘double-dip’ persisted regardless of region, locale, season, and participant age or gender, though certain program and participant characteristics changed the magnitude of the scores. Ongoing professional development efforts are needed to address persistently challenging areas that are essential for building children’s STEM skills, content knowledge, and fluency. Key words: Informal education, STEM, research trend, professional development.
{"title":"The double-dip: quality discrepancies in out-of-school time STEM programs","authors":"Rebecca K. Browne, Patricia J. Allen, G. Noam","doi":"10.1080/21548455.2020.1866787","DOIUrl":"https://doi.org/10.1080/21548455.2020.1866787","url":null,"abstract":"ABSTRACT We report on national trends in STEM program quality using the Dimensions of Success (DoS), an empirical observation tool that provides a common definition of STEM program quality. We analyzed ratings for 12 dimensions of quality obtained from 452 DoS observations performed in 452 STEM-focused OST programs across 25 U.S. states by certified DoS observers. When plotted on a graph, the averages for the 12 quality dimensions display a ‘double-dip’ – a phrase that has been used in practice to communicate OST STEM strengths (higher ratings) and challenges (lower ratings). Nationally, OST programs excelled in quality indicators related to features of the learning environment, including preparation, materials, and space, as well as relationships. However, programs demonstrated less consistent evidence for quality in dimensions related to STEM knowledge and practices, including STEM content learning, inquiry, and reflection (dip #1), as well as areas related to supporting youth voice and STEM relevance (dip #2). This ‘double-dip’ persisted regardless of region, locale, season, and participant age or gender, though certain program and participant characteristics changed the magnitude of the scores. Ongoing professional development efforts are needed to address persistently challenging areas that are essential for building children’s STEM skills, content knowledge, and fluency. Key words: Informal education, STEM, research trend, professional development.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"149 8 1","pages":"35 - 54"},"PeriodicalIF":1.7,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83139208","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 : 2020-12-13DOI: 10.1080/21548455.2020.1857458
M. Kersting, Rolf Steier, G. Venville
ABSTRACT Virtual reality applications turn abstract concepts into experienceable phenomena and present exciting opportunities to transform science education and public outreach practices. While research has started to look into the affordances of virtual reality (VR) in the formal science education context, the potential of these technologies to enhance public engagement with science is largely unexplored. To improve the way that VR may be used in informal learning and public outreach contexts, the purpose of our study was to undertake evidence-based investigations that shed light onto the relationship between VR and public engagement. Aiming to identify and develop the benefits of VR technologies, we propose a conceptual framework for engagement with VR at a science festival that comprises four aspects of participant activity: immersion, facilitation, collaboration, and visualisation. This framework guided the research design of our exploratory case study of one VR tour at a science festival. Data included visitor surveys, video recordings, VR screen captures, and focus group interviews with outreach and science professionals. Our findings reveal important ways that VR supports visitor engagement at a science festival. More generally, these findings and our framework contribute to the ongoing efforts of engaging the public with science in more diverse informal learning contexts.
{"title":"Exploring participant engagement during an astrophysics virtual reality experience at a science festival","authors":"M. Kersting, Rolf Steier, G. Venville","doi":"10.1080/21548455.2020.1857458","DOIUrl":"https://doi.org/10.1080/21548455.2020.1857458","url":null,"abstract":"ABSTRACT Virtual reality applications turn abstract concepts into experienceable phenomena and present exciting opportunities to transform science education and public outreach practices. While research has started to look into the affordances of virtual reality (VR) in the formal science education context, the potential of these technologies to enhance public engagement with science is largely unexplored. To improve the way that VR may be used in informal learning and public outreach contexts, the purpose of our study was to undertake evidence-based investigations that shed light onto the relationship between VR and public engagement. Aiming to identify and develop the benefits of VR technologies, we propose a conceptual framework for engagement with VR at a science festival that comprises four aspects of participant activity: immersion, facilitation, collaboration, and visualisation. This framework guided the research design of our exploratory case study of one VR tour at a science festival. Data included visitor surveys, video recordings, VR screen captures, and focus group interviews with outreach and science professionals. Our findings reveal important ways that VR supports visitor engagement at a science festival. More generally, these findings and our framework contribute to the ongoing efforts of engaging the public with science in more diverse informal learning contexts.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"1071 1","pages":"17 - 34"},"PeriodicalIF":1.7,"publicationDate":"2020-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76341147","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 : 2020-10-01DOI: 10.1080/21548455.2020.1849856
Steffen Gottschling, Yvonne Kammerer, Eva Thomm, Peter Gerjets
ABSTRACT When reading scientific information on the Internet laypersons frequently encounter conflicting claims. However, they usually lack the ability to resolve these scientific conflicts based on their own prior knowledge. This study aims to investigate how differences in the trustworthiness and/or expertise of the sources putting forward the conflicting claims affect laypersons’ explanation and resolution of the scientific conflict. We sequentially presented 144 participants with two conflicting scientific claims regarding the safety of nanoparticles in sunscreen and manipulated whether the scientists putting forward the claims differed in their trustworthiness and/or expertise. After having read the claims on a computer in a self-paced manner, participants rated their subjective explanations for the conflicting claims, assessed their personal claim agreement, and completed a source memory task. We examined how differences in source trustworthiness and source expertise affected these measures. Results showed that trustworthiness differences resulted in higher attribution of the conflict to motivational explanations, and expertise differences in higher attribution of the conflict to competence explanations, than without respective differences. Furthermore, main effects of trustworthiness differences and of expertise differences on readers’ claim agreement were shown, with participants agreeing more with claims from sources of higher trustworthiness or expertise.
{"title":"How laypersons consider differences in sources’ trustworthiness and expertise in their regulation and resolution of scientific conflicts","authors":"Steffen Gottschling, Yvonne Kammerer, Eva Thomm, Peter Gerjets","doi":"10.1080/21548455.2020.1849856","DOIUrl":"https://doi.org/10.1080/21548455.2020.1849856","url":null,"abstract":"ABSTRACT When reading scientific information on the Internet laypersons frequently encounter conflicting claims. However, they usually lack the ability to resolve these scientific conflicts based on their own prior knowledge. This study aims to investigate how differences in the trustworthiness and/or expertise of the sources putting forward the conflicting claims affect laypersons’ explanation and resolution of the scientific conflict. We sequentially presented 144 participants with two conflicting scientific claims regarding the safety of nanoparticles in sunscreen and manipulated whether the scientists putting forward the claims differed in their trustworthiness and/or expertise. After having read the claims on a computer in a self-paced manner, participants rated their subjective explanations for the conflicting claims, assessed their personal claim agreement, and completed a source memory task. We examined how differences in source trustworthiness and source expertise affected these measures. Results showed that trustworthiness differences resulted in higher attribution of the conflict to motivational explanations, and expertise differences in higher attribution of the conflict to competence explanations, than without respective differences. Furthermore, main effects of trustworthiness differences and of expertise differences on readers’ claim agreement were shown, with participants agreeing more with claims from sources of higher trustworthiness or expertise.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"22 1","pages":"335 - 354"},"PeriodicalIF":1.7,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91289727","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 : 2020-10-01DOI: 10.1080/21548455.2020.1853270
E. Rushton, H. King
ABSTRACT Out-of-school making and engineering programmes that are frequently positioned as playful have increased dramatically in recent years – but how appropriate is the framing of play for engagement in these informal STEM (science, technology, engineering and mathematics) spaces? Drawing on data from two research sites located in the UK, including observations of making and engineering activities with children aged 5–13 years, and interviews with nine key informants, we identify that play has three key affordances namely: (1) play can provide structure, (2) play is considered to be synonymous with open-ended science inquiry, and, (3) play can enable gender inclusive STEM spaces through promoting free-choice. We also note that overly simplistic framings of play may limit recognition by both adults and children of the educational value of these spaces and deny a fuller understanding of the opportunities that such spaces afford in providing children with moreopportunities to engage with STEM, particularly engineering. We suggest that play has an important pedagogical role in informal STEM activities, including making, when it is grounded in free-choice exploration and imagination. We argue for continued discussion and reflection upon both the value of play as a pedagogical vehicle and its affordances for enhancing youth engagement in STEM spaces.
{"title":"Play as a pedagogical vehicle for supporting gender inclusive engagement in informal STEM education","authors":"E. Rushton, H. King","doi":"10.1080/21548455.2020.1853270","DOIUrl":"https://doi.org/10.1080/21548455.2020.1853270","url":null,"abstract":"ABSTRACT Out-of-school making and engineering programmes that are frequently positioned as playful have increased dramatically in recent years – but how appropriate is the framing of play for engagement in these informal STEM (science, technology, engineering and mathematics) spaces? Drawing on data from two research sites located in the UK, including observations of making and engineering activities with children aged 5–13 years, and interviews with nine key informants, we identify that play has three key affordances namely: (1) play can provide structure, (2) play is considered to be synonymous with open-ended science inquiry, and, (3) play can enable gender inclusive STEM spaces through promoting free-choice. We also note that overly simplistic framings of play may limit recognition by both adults and children of the educational value of these spaces and deny a fuller understanding of the opportunities that such spaces afford in providing children with moreopportunities to engage with STEM, particularly engineering. We suggest that play has an important pedagogical role in informal STEM activities, including making, when it is grounded in free-choice exploration and imagination. We argue for continued discussion and reflection upon both the value of play as a pedagogical vehicle and its affordances for enhancing youth engagement in STEM spaces.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"29 2 1","pages":"376 - 389"},"PeriodicalIF":1.7,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85146029","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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