The Northwest Passage Project explored the changing Arctic through an innovative expedition aboard the Swedish Icebreaker Oden to conduct groundbreaking ocean science research, while it actively engaged 22 undergraduate and graduate students from the project’s five Minority Serving Institution (MSI) partners and 2 early career Inuit researchers in the research at sea. Over 35 hours of training in Arctic research techniques, polar science, and science communication was provided to these participants, who were engaged in the Northwest Passage expedition and worked with the onboard science team
This poster was presented at the 2021 NSF AISL Awardee Meeting.
Thousands of webcams available to the public are operated by STEM organizations, such as zoos, museums, and government agencies. However, as of yet no research has quantified any aspect (cognitive, behavioral, or emotional) of viewer outcomes. Our objective is to build foundational knowledge about basic aspects of STEM webcams in the United States (US) from the perspectives of both practitioners and viewers.
The Antarctic Dinosaurs project aims to leverage the popularity and charisma of dinosaurs to inspire a new generation of polar scientists and a more STEM (Science, Technology, Engineering, Mathematics)-literate citizenry. The project, centered on a giant screen film that will reach millions of theatrical viewers across the U.S., will convey polar science knowledge through appealing, entertaining media experiences and informal learning programs. Taking advantage of the scope of research currently taking place in Antarctica, this project will incorporate new perspectives into a story featuring dinosaurs and journey beyond the bones to reveal a more nuanced, multi-disciplinary interpretation of paleontology and the profound changes the Antarctic continent has endured. The goals of the project are to encourage young people to learn about Antarctica and its connection to the rest of the globe; to challenge stereotypes of what it means to participate in science; to build interest in STEM pursuits; and to enhance STEM identity.
This initiative, aimed particularly at middle school age youth (ages 11-14), will develop a giant screen film in 2D and 3D formats; a 3-episode television series; an "educational toolkit" of flexible, multi-media resources and experiences for informal use; a "Field Camp" Antarctic science intervention for middle school students (including girls and minorities); fictional content and presentations by author G. Neri dealing with Antarctic science produced for young people of color (including non-readers and at-risk youth who typically lack access to science and nature); and presentations by scientists featured in the film. The film will be produced as a companion experience for the synonymous Antarctic Dinosaurs museum exhibition (developed by the Field Museum, Chicago, in partnership with the Natural History Museum of Los Angeles County, Discovery Place, Charlotte, NC, and the Natural History Museum of Utah). Project partner The Franklin Institute will undertake a knowledge-building study to examine the learning outcomes resulting from exposure to the film with and without additional experiences provided by the Antarctic Dinosaurs exhibition and film-related educational outreach. The study will assess the strategies employed by practitioners to make connections between film and other exhibits, programs, and resources to improve understanding of the ways film content may complement and inspire learning within the framework of the science center ecosystem. The project's summative evaluation will address the process of collaboration and the learning impacts of the film and outreach, and provide best practices and new models for content producers and STEM educators. Project partners include film producers Giant Screen Films and Dave Clark Inc.; television producer Natural History New Zealand (NHNZ); Discovery Place (Charlotte, NC); The Franklin Institute; The Field Museum; The Natural History Museum of Utah (The University of Utah); author G. Neri; and a team of scientists and diversity advisers. This project is funded by the Advancing Informal STEM Learning (AISL) program, which seeks to advance new approaches to, and evidence-based understanding of, the design and development of STEM learning in informal environments. This includes providing multiple pathways for broadening access to and engagement in STEM learning experiences, advancing innovative research on and assessment of STEM learning in informal environments, and developing understandings of deeper learning by participants. The project has co-funding support from the Antarctic section of the Office of Polar Programs.
This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.
This article explores science communication from the perspective of those most at risk of exclusion, drawing on ethnographic fieldwork. I conducted five focus groups and 32 interviews with participants from low-income, minority ethnic backgrounds. Using theories of social reproduction and social justice, I argue that participation in science communication is marked by structural inequalities (particularly ethnicity and class) in two ways. First, participants’ involvement in science communication practices was narrow (limited to science media consumption). Second, their experiences of exclusion
Since 2000, the UK government has funded surveys aimed at understanding the UK public's attitudes toward science, scientists, and science policy. Known as the Public Attitudes to Science series, these surveys and their predecessors have long been used in UK science communication policy, practice, and scholarship as a source of authoritative knowledge about science-related attitudes and behaviors. Given their importance and the significant public funding investment they represent, detailed academic scrutiny of the studies is needed. In this essay, we critically review the most recently
Computational social science represents an interdisciplinary approach to the study of reality based on advanced computer tools. From economics to political science, from journalism to sociology, digital approaches and techniques for the analysis and management of large quantities of data have now been adopted in several disciplines. The papers in this JCOM commentary focus on the use of such approaches and techniques in the research on science communication. As the papers point out, the most significant advantages of a computational approach in this sector include the chance to open up a range
In this chapter we present the ways in which institutional cultural differences impact the development and implementation of learning activities in informal settings. Five university-based centers for the study of chemistry worked with informal learning professionals to re-envision educational and public outreach activities about science. The projects were part of a broader effort to catalyze new thinking and innovation in informal education and chemistry centers. The set of projects illustrates the broad possibilities for informal learning settings, with projects targeting diverse audiences
Over the past ten years, investments in infrastructure for informal STEM education and science communication have resulted in significant growth in the number and variety of resources and depth of expertise available to members of the STEM research community wishing to develop outreach, engagement and broader impacts activities. This report/white paper recounts some of the developments that led to the existing synergy between Informal STEM Education (ISE), science communication, and STEM research, provides examples of infrastructure and resources that support this work, and identifies areas of
Within the UNAM (The National Autonomous University of Mexico) there is an institution, the Dirección General de Divulgación de la Ciencia (DGDC) devoted to the popularization of science through different media such as museums, exhibitions, journals, books, radio and TV programs, internet, workshops for children, demos, shows, plays, summer courses and outreach programs. Most of these products and materials are planned, designed and manufactured by a multidisciplinary team of professionals in the DGDC. Some of our most outstanding projects are: the creation and operation of two science museums
Basing mainly on author's direct involvement in some science communication efforts in India, and other reports, this contribution depicts and analyses the present science communication/ popularization scenario in India. It tries to dispel a myth that rural people don't require or don’t crave for S&T information. It discusses need for science and technology communication, sustaining curiosity and creating role models. Citing cases of some natural, 'unnatural' and organized events, it recounts how S&T popularization efforts have fared during the past decade and a half. It's made possible using
“Dialogue” is the trendy word of the moment. The word “dialogue” can be found in the call to access European funding, in the works of Science Communication scholars, in presentations of science education projects, in the mission of new science centres. “Dialogue” is also a word reported by mass media regarding politicians' and scientists' speeches on general issues as well as on local or specific problems such as environment, health, energy, etc... This new magic word is frequently repeated and opens many doors (or perhaps it simply helps to make a good impression). However, there is the risk
Nowadays, India is experiencing a widespread diffusion of science communication activities. Public institutions, non-governmental organisations and a number of associations are busy spreading scientific knowledge not only via traditional media but also through specific forms of interaction with a varied public. This report aims to provide a historical overview of the diffusion of science communication in India, illustrating its current development and its future prospects.