Australian climate policy has been stifled by a network of free-market and extractive industry-advocating actors, yet there is little empirical evidence to show how these actors and information flows behave in online communication spaces during Australian environmental conflicts. Focusing on the UNESCO 2021 'in danger' recommendation for the Great Barrier Reef for 6 weeks, this mixed-methods study of Twitter, Facebook and YouTube uses social network analysis, including cluster analysis and in-depth close reading. We find that a small, yet significant, mix of ideologically aligned partisan actors are fuelling the 'denial machine' in Australia by co-opting a scientific report's findings to argue that the Great Barrier Reef has recovered, and to contest the need for climate action. This article offers insights into the central actors and tactics that could erode public support for Australian climate policy, with similarities to strategies already established in the United States. It also contributes to furthering multi-platform analyses.
Museum educators play an important role in mediating visitors' museum experiences. We investigated the perspectives of science museum educators on the role of touching authentic objects and replicas in visitors' learning experiences during educational activities. We used a mixed-methods approach including surveys with 49 museum educators and interviews with 12 museum educators from several countries in Europe. Our findings indicate the importance of context when presenting museum visitors with objects. Participating museum educators based their choices for including authentic objects or replicas in educational activities more often on narrative and context than on the authenticity status of an object. In addition, educators used various definitions of authenticity, which may hinder the discussion about the topic within the field.
This study examines whether engaging in science work and work that is substantively complex (e.g. requiring independent thought and judgment) is related to interest in science, science knowledge, and confidence in the scientific community in the United States. It also examines whether the conditions of work mediate the relationship between education and these science-related outcomes. Occupation-level data from O*NET are merged with survey data from the General Social Survey. Results indicate that science work is related to interest in science and science knowledge and that work complexity is related to confidence in the scientific community. Results offer only limited evidence of mediation-science work mediates the relationship between educational attainment and science knowledge but not the relationships involving interest or confidence. In sum, results indicate that the conditions of work are associated with science attitudes, and that researchers should examine these connections in future research.
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