scholarly journals SCIENTISTS’ PERCEPTIONS ON THE NATURE OF NANOSCIENCE AND ITS PUBLIC COMMUNICATION

2018 ◽  
Vol 76 (1) ◽  
pp. 43-57
Author(s):  
Antti Laherto ◽  
Frederike Tirre ◽  
Ilka Parchmann ◽  
Lorenz Kampschulte ◽  
Stefan Schwarzer
Keyword(s):  
Scientific Literacy ◽  
Science Communication ◽  
Science Learning ◽  
Qualitative Content Analysis ◽  
The Public ◽  
Risks And Benefits ◽  
Simplistic Notion ◽  
Level Of Understanding ◽  
Depth Interviews ◽  
And Training

Some level of understanding of and about nanoscience and nanotechnology (NST) has been suggested as being relevant in up-to-date scientific literacy for all. Research scientists working in these fields are central in current efforts to inform and engage the public in NST. Earlier research has shown that scientists can contribute to authentic science learning, but communication always entails roles that affect the choice of content. This study investigated NST researchers’ views on the nature of their research and their preferences in NST communication. Eight experienced professors working in various fields of NST were interviewed. Semi-structured, in-depth interviews focused on the scientists’ views on 1) the nature of their research, and 2) aspects of NST that should be communicated to the public. Qualitative content analysis of the interviews revealed that the themes the interviewees highlighted when describing their research (interdisciplinarity, size scale, methods, objects, nature of NST in general) were somewhat different from the ones they considered as important for communication to the public (applications and products, risks and benefits, visualizations). The results problematize the simplistic notion that exposure to real scientists would unquestionably enhance the authenticity of science learning. This study gives insight for research and development of science communication, especially scientists’ role and training in it. Keywords: authenticity, nanoscience, nature of science, science communication, scientist interviews.

scholarly journals Imagining GMOs: The Chinese public's scientific perception in the digital age

2019 ◽  
Vol 2 (4) ◽  
pp. 241-253
Author(s):  
Zijing Xu ◽  
Ye Lu
Keyword(s):  
Scientific Knowledge ◽  
Scientific Literacy ◽  
Science Communication ◽  
Genetically Modified Organisms ◽  
Three Dimensions ◽  
Scientific Uncertainty ◽  
The Public ◽  
Other Information ◽  
The Relationship ◽  
Depth Interviews

This exploratory study, which is based on the basic concepts of science communication, conducted in-depth interviews to examine the Chinese public's perceptions of and attitudes towards genetically modified organisms (GMOs). We found that, while scientific knowledge may to some extent be a differentiating factor in attitudes to GMOs, people are subject to significant influence from other information sources. Besides scientific knowledge and scientific literacy, the perception of risks in three dimensions—scientific uncertainty, food safety and conspiracy theories—forms an individual's affective framework for understanding GMOs. The trust framework, which is the regulating mechanism of perception and attitude, plays different roles through institutional trust and interpersonal trust. These tentative conclusions shed new light on how science communication should build the relationship between science and the public in the age of globalization and digitalization.

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.

scholarly journals Why Should Scientists be on YouTube? It’s all About Bamboo, Oil and Ice Cream

2021 ◽  
Vol 6 ◽  
Author(s):  
Eric B. Brennan
Keyword(s):  
Scientific Literacy ◽  
Visual Communication ◽  
Science Communication ◽  
Scientific Information ◽  
Ice Cream ◽  
Communication Tools ◽  
The Public ◽  
Communications Skills ◽  
Do It Yourself ◽  
Diverse Groups

Scientific information is a key ingredient needed to tackle global challenges like climate change, but to do this it must be communicated in ways that are accessible to diverse groups, and that go beyond traditional methods (peer-reviewed publications). For decades there have been calls for scientists to improve their communication skills—with each other and the public—but, this problem persists. During this time there have been astonishing changes in the visual communication tools available to scientists. I see video as the next step in this evolution. In this paper I highlight three major changes in the visual communication tools over the past 100 years, and use three memorable items—bamboo, oil and ice cream—and analogies and metaphors to explain why and how Do-it-Yourself (DIY) videos made by scientists, and shared on YouTube, can radically improve science communication and engagement. I also address practical questions for scientists to consider as they learn to make videos, and organize and manage them on YouTube. DIY videos are not a silver bullet that will automatically improve science communication, but they can help scientists to 1) reflect on and improve their communications skills, 2) tell stories about their research with interesting visuals that augment their peer-reviewed papers, 3) efficiently connect with and inspire broad audiences including future scientists, 4) increase scientific literacy, and 5) reduce misinformation. Becoming a scientist videographer or scientist DIY YouTuber can be an enjoyable, creative, worthwhile and fulfilling activity that can enhance many aspects of a scientist’s career.

Science in an Indigenous School: Insight into Teacher Beliefs about Science Inquiry and their Development as Science Teachers

2015 ◽  
Vol 45 (1) ◽  
pp. 91-99 ◽  
Author(s):  
Craig Rofe ◽  
Azra Moeed ◽  
Dayle Anderson ◽  
Rex Bartholomew
Keyword(s):  
New Zealand ◽  
Science Teachers ◽  
Scientific Literacy ◽  
Science Learning ◽  
Science Curriculum ◽  
Science Inquiry ◽  
School Science ◽  
Indigenous Students ◽  
Depth Interviews ◽  
Insight Into

School science aspires for students to develop conceptual, procedural and nature of science understandings as well as developing scientific literacy. Issues and complexities surrounding the development of science curriculum for Indigenous schools in New Zealand is a concern as little is known about these aspects of science learning in wharekura (Māori Indigenous School). This paper draws upon the findings of an empirical study to address the call for research into effective practices for supporting Indigenous students in learning science. The study is part of a larger project investigating and extending our understanding about how New Zealand teachers’ conceptualise science and science inquiry (investigation). Two Māori teachers participated in the research as well as their class who were supported by two researchers. Data were collected through in-depth interviews with teachers. This research reports the findings of how participating teachers’ conceptualise science inquiry and describes their perceptions of how and why their students should learn science and science inquiry. The paper also presents teachers’ views about their own development as science teachers and suggests two models to address the issue of science teaching in wharekura.

scholarly journals Responding to Richard: Celebrity and (mis)representation of science

2016 ◽  
Vol 27 (5) ◽  
pp. 535-549 ◽  
Author(s):  
David R. Johnson ◽  
Elaine Howard Ecklund ◽  
Di Di ◽  
Kirstin R.W. Matthews
Keyword(s):  
Public Sphere ◽  
Science Communication ◽  
Science And Religion ◽  
The Public ◽  
The United Kingdom ◽  
Public Debates ◽  
The Public Sphere ◽  
The Relationship ◽  
Depth Interviews ◽  
Practice Of Science

Drawing on 48 in-depth interviews conducted with biologists and physicists at universities in the United Kingdom, this study examines scientists’ perceptions of the role celebrity scientists play in socially contentious public debates. We examine Richard Dawkins’ involvement in public debates related to the relationship between science and religion as a case to analyze scientists’ perceptions of the role celebrity scientists play in the public sphere and the implications of celebrity science for the practice of science communication. Findings show that Dawkins’ proponents view the celebrity scientist as a provocateur who asserts the cultural authority of science in the public sphere. Critics, who include both religious and nonreligious scientists, argue that Dawkins misrepresents science and scientists and reject his approach to public engagement. Scientists emphasize promotion of science over the scientist, diplomacy over derision, and dialogue over ideological extremism.

scholarly journals Facilitating Factors and Opportunities for Local Food Purchases in School Meals in Spain

2021 ◽  
Vol 18 (4) ◽  
pp. 2009
Author(s):  
Panmela Soares ◽  
Sandra Suárez-Mercader ◽  
Iris Comino ◽  
María Asunción Martínez-Milán ◽  
Suzi Barletto Cavalli ◽  
...  
Keyword(s):  
Food Policy ◽  
Local Food ◽  
Qualitative Content Analysis ◽  
School Meals ◽  
Social Fabric ◽  
The Public ◽  
Food Purchases ◽  
Facilitating Factors ◽  
The Government ◽  
Depth Interviews

The objective of this study is to explore the facilitating factors and opportunities that can promote the implementation of local food purchase (LFP) in Spanish school meals in the opinions of key informants (IK). A qualitative study was carried out based on in-depth interviews with 14 KI capable of influencing Spanish food policy (Representatives of consumers and/or producers, representatives of organizations that promote LFP, and representatives of the government and/or academics). They were asked about opportunities and facilitating factors for implementation of LFP. Interviews were recorded and transcribed. A qualitative content analysis was carried out with Atlas ti. The analysis of the interviews produced two categories that include factors that- in the interviewees’ opinions- can promote LFP (social fabric and policy) and three categories that bring together the factors that represent opportunities for implementation in school meal programs in Spain (the policy agenda, regional characteristics and regional context). The overlap between social and political demands were considered to be facilitating factors for LFP. Furthermore, in the opinions of KI, the presence of health and sustainability issues on the public agenda, the existence of a structured productive system and political changes represent an opportunity to implement LFP.

scholarly journals The electronic magazine “A Bioquímica como ela é” as a learning tool in science communication

2019 ◽  
Vol 17 ◽  
pp. 105
Author(s):  
José Cláudio Fonseca Moreira ◽  
Alice Brinckmann Oliveira Netto
Keyword(s):  
Biological Sciences ◽  
Elementary School ◽  
Undergraduate Students ◽  
Scientific Literacy ◽  
Science Communication ◽  
Scientific Explanation ◽  
Online Journal ◽  
Public And Private ◽  
Public Network ◽  
The Public

The online journal "A Bioquímica como ela é" is a scientific divulgation magazine that is currently being published with texts produced mainly by undergraduate students of Biological Sciences course-UFRGS (disciplines of Biochemistry I-A and Biochemistry Ecology I). The purpose of this project is to use the texts as a scientific literacy tool for students of the public and private elementary school, providing a different way to discover the universe of Science. In addition, motivate undergraduate students in the production of materials for scientific divulgation. In the development of the work, several texts and materials were produced, which after being created, edited, published and divulgated to the general public, were selected and applied in the elementary school classes of the public network of Porto Alegre city. As examples we can name:  "Why do dogs smell?" "(N ° 6 - Ecological Biochemistry) and "Why do we dream "? (No. 6 - Biochemistry I). In schools, students received a text corresponding to their series and a questionnaire with objective questions and a dissertation. Through the answers it was possible to notice difficulties of textual comprehension and development of the writing by the participants, because sometimes the objectives and subjective answers did not coincide. There was a good verbal feedback from the participants, showing interest in texts and subjects, probably due to the awakening of curiosity to understand ordinary facts by a light scientific explanation. In addition, the return of the participants and their difficulties helped us to guide the production of the Biological Sciences Course students aiming at a better adaptation of the texts and audiovisual materials produced. Therefore, this project fulfills its objectives of both stimulating and training undergraduate students to participate in projects of school / university interaction and scientific divulgation, as well as to develop scientific tools for fundamental education.

scholarly journals Science and technology in a mediatized and democratized society

2007 ◽  
Vol 06 (01) ◽  
pp. A02 ◽  
Author(s):  
Pieter A. Maeseele
Keyword(s):  
European Union ◽  
Mass Media ◽  
Public Sphere ◽  
Scientific Literacy ◽  
Science Communication ◽  
European Research ◽  
The European Union ◽  
The Public ◽  
Economic Progress ◽  
Western Democracies

We inhabit an age in which economic progress in the European Union is equalized to more European research and better communication of that European research to the public. In highly developed Western democracies this implies an important role for the public as well as the mass media, both actors in a transforming public sphere. Beyond a call for more communication and more scientific literacy, the discourse has shifted to a call for more engagement and more participation on behalf of the citizen. There is a widespread sentiment however that the discipline of science communication is at a crossroads. In this paper it is argued that in a context of life politics and an increasing displacement of politics, one has to account for the trajectories of issue formation and the detours of public-ization to understand the dynamics of techno-scientific issues.

scholarly journals A UFO OVER A PLANETARIUM: EPISTEMOLOGICAL PROPAGANDA AND ALTERNATIVE FORMS OF KNOWLEDGE ABOUT THE OUTER SPACE IN THE USSR, 1940s–1960s

2021 ◽  
pp. 5-16
Author(s):  
A. V. Golubev ◽  
◽  
Keyword(s):  
World War Ii ◽  
Scientific Knowledge ◽  
Scientific Literacy ◽  
Science Communication ◽  
Outer Space ◽  
Popular Science ◽  
Internal Conflict ◽  
Illustrative Case ◽  
World War ◽  
The Public

The article examines the origins and development of narratives about historical and present-day contacts with al-ien civilizations (ufology) in the USSR after World War II. The current research literature usually interprets ufology as a form of quasi-religious and mythological thinking, yet my study of the genealogy of Soviet ufology demon-strates that the development of alternative knowledge about the outer space was a by-product of the state-sponsored propaganda of scientific knowledge. This relationship suggests that the common understanding of the public com-munication of science as a mere tool for the transfer of knowledge from experts (scholars) to the public is simplistic and misleading. By bringing together science popularizers and broad audiences in a communication chain, the postWWII Soviet mass scientific literacy campaign required the former to mater new narrative forms to appeal to the latter. The narrativization of science for its public communication means that popular science genres exist in a rhetor-ical and literary context, rather than belonging to the domain of the production and verification of scientific knowledge. This makes stories and their structural elements (plot development, internal conflict, and the hierarchy of characters) a key aspect of science communication. Consequently, a history of ufology in the post-World War II USSR serves as an illustrative case revealing how the epistemological polyphony and diversity emerged in late Sovi-et society

Youth as Climate Change Messengers: A Picture Is Worth a Thousand Words

2021 ◽  
Vol 43 (6) ◽  
pp. 814-823
Author(s):  
Jill Hendrickson Lohmeier ◽  
Shanna Rose Thompson ◽  
Robert F. Chen ◽  
Stephen Mishol
Keyword(s):  
Climate Change ◽  
General Public ◽  
Science Communication ◽  
Science Learning ◽  
Climate Science ◽  
Public Spaces ◽  
Science Content ◽  
The Public

Artwork created by children can effectively communicate science content, especially for topics that are of universal concern for the public but may cause apprehension, like climate change. This commentary describes artwork from a youth art contest about climate change in which the winning art was displayed on public buses. Young artists learned about climate science while creating images that adults and youth easily engaged with in public spaces. Thus, we suggest that connecting youth with science through art, and then using youth-generated art to engage the general public in science learning can be an effective vehicle for science communication.

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