scholarly journals Using Data Sonification to Overcome Science Literacy, Numeracy, and Visualization Barriers in Science Communication

2020 ◽  
Vol 5 ◽  
Author(s):  
Nik Sawe ◽  
Chris Chafe ◽  
Jeffrey Treviño
Keyword(s):  
Science Communication ◽  
Science Literacy ◽  
Data Sonification ◽  
Using Data

The gap in scientific knowledge and role of science communication in South Korea

2017 ◽  
Vol 27 (5) ◽  
pp. 578-593 ◽  
Author(s):  
Jeong-Heon Chang ◽  
Sei-Hill Kim ◽  
Myung-Hyun Kang ◽  
Jae Chul Shim ◽  
Dong Hoon Ma
Keyword(s):  
Scientific Knowledge ◽  
Science Communication ◽  
Science Learning ◽  
Positive Relationship ◽  
Television Viewing ◽  
Social Classes ◽  
Learning Effects ◽  
Online Newspapers ◽  
Using Data

Using data from a national survey of South Koreans, this study explores the role of science communication in enhancing three different forms of scientific knowledge ( factual, procedural, and subjective). We first assess learning effects, looking at the extent to which citizens learn science from different channels of communication (interpersonal discussions, traditional newspapers, television, online newspapers, and social media). We then look into the knowledge gap hypothesis, investigating how different communication channels can either widen or narrow the gap in knowledge between social classes. Television was found to function as a “knowledge leveler,” narrowing the gap between highly and less educated South Koreans. The role of online newspapers in science learning is pronounced in our research. Reading newspapers online indicated a positive relationship to all three measures of knowledge. Contrary to the knowledge-leveling effect of television viewing, reading online newspapers was found to increase, rather than decrease, the gap in knowledge. Implications of our findings are discussed in detail.

scholarly journals On New Forms of Science Communication and Communication in Science: A Videographic Approach to Visuality in Science Slams and Academic Group Talk

2019 ◽  
Vol 25 (4) ◽  
pp. 363-378 ◽  
Author(s):  
René Wilke ◽  
Miira Hill
Keyword(s):  
Science Communication ◽  
Social Research ◽  
Vital Role ◽  
Social Actors ◽  
Science Group ◽  
Using Data ◽  
Communicative Actions ◽  
Communication In Science ◽  
Academic Group

In this article, we focus on the communicative character of visuality and visual representations (“visuals”) in transdisciplinary science communication (science slams) and interdisciplinary communication within science (group talks). We propose a methodology for the study of visuality and the use of visuals as communicative actions. Both unfold within a triadic structure of social actors and the objectivations they (re-)produce. Therefore, we combine the approach of videography and focused ethnography. This research design allows not only putting actions under an audiovisual microscope but also to combine ethnographic knowledge stemming from fieldwork with the audiovisual analysis in front of screens. Using data from our empirical fields (science communication in science slams as well as communication within science in group talks), we illustrate the vital role of visuality of new practices in the communicative construction of (scientific) reality. In doing so, we also emphasize the importance of audiovisual methods for qualitative empirical social research today.

Public communication at research universities: Moving towards (de)centralised communication of science?

2021 ◽  
pp. 096366252110583
Author(s):  
Marta Entradas
Keyword(s):  
Quantitative Study ◽  
Public Engagement ◽  
Research Universities ◽  
Science Communication ◽  
Research Note ◽  
Public Communication ◽  
Research Institutes ◽  
Communication Of Science ◽  
Using Data

This research note reports empirical observations on public communication of research institutes within universities, using data from an international quantitative study in eight countries ( N = 2030). The note aims to contribute to discussions on the role of science communication at research universities. We observe growing science communication at the institute level, which indicates, at a first glance, a trend towards decentralised communication of science. We argue that these might be places where science communication and public engagement can thrive. Rather than claiming to be conclusive, our goal here is to stimulate discussion on the ongoing changes in the organisational science communication landscape, and the consequences it may have for practice.

scholarly journals “Missing/Unspecified”: Demographic Data Visualization During the COVID-19 Pandemic

2020 ◽  
Vol 35 (1) ◽  
pp. 80-87
Author(s):  
Rachel Atherton
Keyword(s):  
Data Visualization ◽  
Science Communication ◽  
Black People ◽  
Demographic Data ◽  
Early Data ◽  
Marginalized Communities ◽  
Using Data ◽  
Data Visualizations

While data 1 has shown that COVID-19 disproportionately affects Black people, the CDC’s early data listed race as “missing/unspecified” at high rates. Incomplete demographic data obscures the virus’s full impact on marginalized communities. Without more information about who the virus is affecting and how, we cannot protect our most vulnerable. This article demonstrates disconnects between reported datasets and data visualizations in public-facing COVID health and science communication and suggests steps that technical and professional communicators can take in creating or using data visualizations accurately and ethically to describe COVID conditions and impacts.

scholarly journals An Empirical and Conceptual Note on Science Communication’s Role in Society

2020 ◽  
pp. 107554702097164
Author(s):  
Sarah R. Davies
Keyword(s):  
Nature Of Science ◽  
Science Communication ◽  
Qualitative Interview ◽  
Interview Study ◽  
Research Note ◽  
Communication Research ◽  
Publicly Funded ◽  
Research And Practice ◽  
Qualitative Interview Study ◽  
Using Data

This research note explores the nature of science communication’s role in modern societies, using data from a qualitative interview study with scholars and teachers of science communication and discussing this in light of science communication literature. Six types of roles for science communication within society are identified: It is said to ensure the accountability and legitimacy of publicly funded science, have practical functions, enhance democracy, serve a cultural role, fulfil particular economic purposes, and act as promotion or marketing. These arguments are examined and their implications for science communication research and practice discussed.

scholarly journals (Mis)informed about what? What it means to be a science-literate citizen in a digital world

2021 ◽  
Vol 118 (15) ◽  
pp. e1912436117 ◽  
Author(s):  
Emily L. Howell ◽  
Dominique Brossard
Keyword(s):  
Digital Media ◽  
Science Communication ◽  
Science Literacy ◽  
Information Science ◽  
Three Dimensions ◽  
Digital World ◽  
Digital Divides ◽  
Structural Barrier ◽  
Civic Science ◽  
Science Information

Science literacy is often held up as crucial for avoiding science-related misinformation and enabling more informed individual and collective decision-making. But research has not yet examined whether science literacy actually enables this, nor what skills it would need to encompass to do so. In this report, we address three questions to outline what it should mean to be science literate in today’s world: 1) How should we conceptualize science literacy? 2) How can we achieve this science literacy? and 3) What can we expect science literacy’s most important outcomes to be? If science literacy is to truly enable people to become and stay informed (and avoid being misinformed) on complex science issues, it requires skills that span the “lifecycle” of science information. This includes how the scientific community produces science information, how media repackage and share the information, and how individuals encounter and form opinions on this information. Science literacy, then, is best conceptualized as encompassing three dimensions of literacy spanning the lifecycle: Civic science literacy, digital media science literacy, and cognitive science literacy. Achieving such science literacy, particularly for adults, poses many challenges and will likely require a structural perspective. Digital divides, in particular, are a major structural barrier, and community literacy and building science literacy into media and science communication are promising opportunities. We end with a discussion of what some of the beneficial outcomes could be—and, as importantly, will likely not be—of science literacy that furthers informed and critical engagement with science in democratic society.

scholarly journals Science Communication Versus Science Education: The Graduate Student Scientist As A K-12 Classroom Resource

2011 ◽  
Vol 2 (6) ◽  
Author(s):  
Jeff Strauss ◽  
Richard E. Shope III ◽  
Susan Terebey
Keyword(s):  
Science Education ◽  
No Child Left Behind ◽  
Los Angeles ◽  
Science Teachers ◽  
Graduate Student ◽  
Science Communication ◽  
Common Ground ◽  
Science Literacy ◽  
Science Classroom ◽  
K 12

Science literacy is a major goal of science educational reform (NRC, 1996; AAAS, 1998; NCLB Act, 2001). Some believe that teaching science only requires pedagogical content knowledge (PCK) (Shulman, 1987). Others believe doing science requires knowledge of the methodologies of scientific inquiry (NRC, 1996). With these two mindsets, the challenge for science educators is to create models that bring the two together. The common ground between those who teach science and those who do science is science communication, an interactive process that galvanizes dialogue among scientists, teachers, and learners in a rich ambience of mutual respect and a common, inclusive language of discourse (Stocklmayer, 2001). The dialogue between science and non-science is reflected in the polarization that separates those who do science and those who teach science, especially as it plays out everyday in the science classroom. You may be thinking, why is this important? It is vital because, although not all science learners become scientists, all K-12 students are expected to acquire science literacy, especially with the implementation of the No Child Left Behind Act of 2001 (NCLB). Students are expected to acquire the ability to follow the discourse of science as well as connect the world of science to the context of their everyday life if they plan on moving to the next grade level, and in some states, to graduate from high school. This paper posits that science communication is highly effective in providing the missing link for K-12 students’ cognition in science and their attainment of science literacy. This paper will focus on the “Science For Our Schools” (SFOS) model implemented at California State University, Los Angeles (CSULA) as a project of the National Science Foundation’s GK-12 program, (NSF 2001) which has been a huge success in bridging the gap between those who “know” science and those who “teach” science. The SFOS model makes clear the distinctions that identify science, science communication, science education, and science literacy in the midst of science learning by bringing together graduate student scientists and science teachers to engage students in the two world’s dialogue in the midst of the school science classroom. The graduate student scientists and the science teachers worked as a team throughout the school year and became effective science communicators as they narrowed the gulf between the two worlds.

scholarly journals Online science campaign to inspire the next generation of African scientists

2018 ◽  
Vol 40 (6) ◽  
pp. 38-40
Author(s):  
Mahmoud Maina
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
Science Communication ◽  
Science Literacy ◽  
Government Support ◽  
Next Generation ◽  
Teaching Approaches ◽  
Innovative Teaching ◽  
High Level

We can often assume that the importance of science to our lives and in driving societal developmental is obvious to most people. However, there is a high level of cultural and religious misconception about science in Africa. In Nigeria, Africa's most populous nation, science literacy is extremely low, partly due to the near absence of science communication by scientists, which itself could be partly linked to low government support for science. In schools, many science teachers lack equipment for science teaching and do not employ alternative innovative teaching approaches.

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