Transdisciplinarity in Science Education and in Science Communication

2020 ◽  
pp. 15-22
Author(s):  
Werner Arber
Keyword(s):  
Science Education ◽  
Science Communication

scholarly journals Moon, Mars and Mundus: primary school children discover the nature and science of planet Earth from experimentation and extra-terrestrial perspectives

2015 ◽  
Vol 95 (2) ◽  
pp. 203-214 ◽  
Author(s):  
M.G. Kleinhans ◽  
A.J. Verkade ◽  
T. van Wessel ◽  
M.A.S. Bastings ◽  
W.A. Marra ◽  
...  
Keyword(s):  
Science Education ◽  
Primary Schools ◽  
Science Communication ◽  
Planetary Science ◽  
Science Museum ◽  
University Education ◽  
Primary School Children ◽  
Science Museums ◽  
Asking Questions ◽  
The Right

AbstractLike earth and planetary scientists, most children are curious about the world, the solar system and the rest of the universe. However, for various reasons primary schools emphasise language and calculus rather than natural sciences. When science is taught, examination systems often favour knowledge of the ‘right’ answer over the process of investigation and logical reasoning towards that answer. In order to continue to spark children's curiosity and their motivation to learn and discover, science education hubs at universities and science museums could collaborate more with schools and teachers, and are beginning to do so. The objective of this position paper is to report on recent experiences in earth and planetary science education for pupils in primary and secondary education, to provide examples and inspiration for scientists. We report three examples of initiation and consolidation of science education in primary schools in the Netherlands: (1) a focus on asking questions and seeking information to reason towards the answer, initiated with a classroom game, Expedition Mundus, (2) bringing pupils and teachers together outside their school in the science museum to gain confidence and self-efficacy, and (3) having children ask their own questions and do their own research guided by the empirical cycle, for example on experimentation on sandbox scale models of channels and crater lake deltas as found on Mars. The focus on other planets, fictitious and real, stimulates pupils to ask questions about planet Earth. Finally, we argue that involvement of more scientists in science education would not only benefit primary and secondary schools and future students but also university education and science communication with society.

scholarly journals Reasoning on Controversial Science Issues in Science Education and Science Communication

2021 ◽  
Vol 11 (9) ◽  
pp. 522
Author(s):  
Anna Beniermann ◽  
Laurens Mecklenburg ◽  
Annette Upmeier zu Belzen
Keyword(s):  
Science Education ◽  
Science Communication ◽  
Qualitative Content Analysis ◽  
Scientific Data ◽  
Evidence Based ◽  
Informal Reasoning ◽  
The Public ◽  
Fine Grained ◽  
Societal Issues ◽  
Category System

The ability to make evidence-based decisions, and hence to reason on questions concerning scientific and societal aspects, is a crucial goal in science education and science communication. However, science denial poses a constant challenge for society and education. Controversial science issues (CSI) encompass scientific knowledge rejected by the public as well as socioscientific issues, i.e., societal issues grounded in science that are frequently applied to science education. Generating evidence-based justifications for claims is central in scientific and informal reasoning. This study aims to describe attitudes and their justifications within the argumentations of a random online sample (N = 398) when reasoning informally on selected CSI. Following a deductive-inductive approach and qualitative content analysis of written open-ended answers, we identified five types of justifications based on a fine-grained category system. The results suggest a topic-specificity of justifications referring to specific scientific data, while justifications appealing to authorities tend to be common across topics. Subjective, and therefore normative, justifications were slightly related to conspiracy ideation and a general rejection of the scientific consensus. The category system could be applied to other CSI topics to help clarify the relation between scientific and informal reasoning in science education and communication.

Afterword

2019 ◽  
pp. 295-324
Author(s):  
Adrian Bardon
Keyword(s):  
Science Education ◽  
Fresh Water ◽  
Saltwater Intrusion ◽  
Science Communication ◽  
Common Ground ◽  
Water Supplies

In this chapter, the author looks at suggestions about making science communication more effective. Proposals divide roughly into those that focus on information and science education and those that focus on framing issues more effectively. Each type of approach has some promise, but neither education nor messaging has been shown to be able to significantly counteract denialism. This chapter also examines the modest progress shown in local remediation efforts, where coalitions of persons with different views about politics and environmentalism nevertheless find common ground in collaborating on issues of mutual, local interest (such as saltwater intrusion into fresh water supplies).

scholarly journals Rosa Navarro-Haydon: Struggling for Locally Relevant Science Education in Puerto Rico. 1926-1966

2019 ◽  
pp. 31
Author(s):  
Wilson Javier Gonzalez-Espada
Keyword(s):  
Science Education ◽  
Puerto Rico ◽  
Public Schools ◽  
Science Teachers ◽  
Science Communication ◽  
Eminent Scholar ◽  
History Of ◽  
Magazine Articles ◽  
Writing Science ◽  
Science Magazine

Rosa Navarro-Haydon played a fundamental role during a critical turning point in the history of science education in Puerto Rico. This eminent scholar developed and implemented elementary-level science curricula for public schools, wrote and published science booklets, articles and textbooks and trained thousands of science teachers. Rosa Navarro-Haydon was one of the first scholars to engage in science communication activities in Puerto Rico, such as writing science magazine articles for the general public. Unfortunately, education and scientific communities are unaware of the countless professional contributions made by Rosa Navarro-Haydon and her life as a science educator pioneer in Puerto Rico.

scholarly journals SCIENCE-EDU-COMMUNICATION: TRENDS REVEAL IN 20 YEARS OF SCIENCE COMMUNICATION RESEARCH

2019 ◽  
Vol 18 (5) ◽  
pp. 793-805 ◽  
Author(s):  
Leon Yufeng Wu ◽  
Nathan M. Truong ◽  
Hsin-Yen Lu ◽  
Yuen-Hsian Tseng ◽  
Chun-Yen Chang
Keyword(s):  
Science Education ◽  
Science Communication ◽  
Research Area ◽  
Scientometric Analysis ◽  
The Public ◽  
Scholarly Output ◽  
Public Engagement With Science ◽  
Scientometric Method ◽  
Education Science ◽  
Communication Methods

By investigating scholarly output in science communication from 1997 to 2018, this research sought evidence that science education has been increasingly focusing on communication methods to reach the public. Through an automatic scientometric method, this study analyzed 1300 articles published in two leading journals in the field of science communication. As a result, seven trends were revealed and categorized into three themes: Public engagement with science (PES); Media and science (MS); and Issues in science (IS). Furthermore, PES and MS scholarly output were found increased significantly. The findings confirmed the goal of this research. However, it then suggested a research area of bridging science education and science communication that is currently less explored. Given increased focus towards PES and MS, these fields are primed for further collaboration to more engage the public in science learning. Keywords: CATAR, scientometric analysis, science communication, science education, science-edu-communication.

scholarly journals Merging Science Education into Communication: Developing and Validating a Scale for Science Edu-Communication Utilizing Awareness, Enjoyment, Interest, Opinion formation, and Understanding Dimensions (SEC-AEIOU)

2019 ◽  
Vol 11 (17) ◽  
pp. 4551 ◽  
Author(s):  
Leon Yufeng Wu ◽  
Shannah Pinhsuan Wu ◽  
Chun-Yen Chang
Keyword(s):  
Science Education ◽  
Science Communication ◽  
Life Experiences ◽  
Daily Life ◽  
Opinion Formation ◽  
Research And Practice ◽  
The Public ◽  
Reliable Instrument ◽  
Education Science ◽  
Robust Framework

For better understanding of how the public perceive the information in science communication; this study sought to develop the scale of Science Edu-Communication (SEC), an instrument to measure AEIOU: Awareness; Enjoyment; Interest; Opinion formation; and Understanding. The AEIOU framework was adopted for use as the major component of SEC to depict participants’ general perceptions of science communication from their daily life experiences. Responses from 121 participants were analysed using exploratory factor analysis; item discrimination; and qualitative coding analysis. Results support SEC-AEIOU as a valid and reliable instrument to measure the effectiveness of science communication experiences. Additionally; SEC-AEIOU can serve as a framework for research and practice to bridge science communication and science education. In particular; science communicators; educators; and institutions that engage in science communication and educational activities may benefit from such a metric. This scale seeks to assist in building a robust framework to facilitate the trend of bridging science communication and science education: Science Edu-Communication.

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