Effective Chemistry Communication in Informal Environments

March 11th, 2016 | RESEARCH

Chemistry plays a critical role in daily life, impacting areas such as medicine and health, consumer products, energy production, the ecosystem, and many other areas. Communicating about chemistry in informal environments has the potential to raise public interest and understanding of chemistry around the world. However, the chemistry community lacks a cohesive, evidence-based guide for designing effective communication activities. This report is organized into two sections. Part A: The Evidence Base for Enhanced Communication summarizes evidence from communications, informal learning, and chemistry education on effective practices to communicate with and engage publics outside of the classroom; presents a framework for the design of chemistry communication activities; and identifies key areas for future research. Part B: Communicating Chemistry: A Framework for Sharing Science is a practical guide intended for any chemists to use in the design, implementation, and evaluation of their public communication efforts.

Document

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Team Members

Teresa Fryberger, Principal Investigator, National Academies of Sciences, Engineering, and Medicine

Citation

Identifier Type: doi
Identifier: 10.17226/21790
Identifier Type: isbn
Identifier: 978-0-309-43808-7
Identifier Type: isbn
Identifier: 978-0-309-37752-2

Funders

Funding Source: NSF
Funding Program: AISL
Award Number: 1238273

Related URLs

Full Text via The National Academies Press
Communicating Chemistry in Informal Settings

Tags

Audience: Administration | Leadership | Policymakers | Evaluators | Learning Researchers | Museum | ISE Professionals | Scientists
Discipline: Chemistry | Education and learning science
Resource Type: Reference Materials | Report
Environment Type: Exhibitions | Informal | Formal Connections | Media and Technology | Professional Development | Conferences | Networks | Public Programs

     
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This material is supported by National Science Foundation award DRL-2229061, with previous support under DRL-1612739, DRL-1842633, DRL-1212803, and DRL-0638981. Any opinions, findings, conclusions, or recommendations contained within InformalScience.org are those of the authors and do not necessarily reflect the views of NSF.

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