How a discipline's history is written shapes its identity. Accordingly, science communicators opposed to cultural exclusion may seek cross-cultural conceptualizations of science communication's past, beyond familiar narratives centred on the recent West. Here I make a case for thinking about science communication history in these broader geotemporal terms. I discuss works by historians and knowledge keepers from the Indigenous Australian Yorta Yorta Nation who describe a geological event their ancestors witnessed 30,000 ybp and communicated about over generations to the present. This is likely
This project is a Design and Development Launch Pilot (DDLP) of the NSF INCLUDES program. The goal of the project is to enhance the knowledge and applicability of science, technology, engineering, and mathematics (STEM) for a broad cross-section of people living in the U.S,-Affiliated Pacific Islands. The focus will be on water resources, which is an extremely important topic for this region and equally relevant nationally. The project will engage local community groups and schools in water monitoring, sampling, and analysis, in order to promote the benefits of science education and careers among a population that is underrepresented in these areas. Moreover, the project will improve the capabilities of the island residents for making decisions about sustainable use and protection of these scarce resources. A functioning network will be established among the islands that will have a positive impact on the health and well-being of the residents.
This project will use water as a highly relevant topic in order to involve a wide range of individuals in both general STEM learning and the basic scientific principles as applied to water resources. Specific aspects include engaging K-12, higher education, informal educators and community members to manage water resources in a sustainable fashion that will reduce disaster risk. In addition, the project will empower local communities through water literacy to make better informed, evidence-based decisions that balance the needs of diverse stakeholder groups. The overarching goal is to further advance the inclusion of underrepresented learners in STEM fields. Benefits to society will accrue by: increasing STEM learning opportunities for ~6,500 students from underserved and underrepresented Indigenous Pacific Islanders that will enhance their eligibility for STEM careers; building community resiliency through a collective impact network to resolve emerging water crises; and fostering collaboration among different constituencies in remote communities to make better-informed decisions that reflect the needs and constraints of diverse interests.
This ChangeMakers project builds on a 2016 National Academies report finding that scientific literacy can be understood at a community level as opposed to a traditional focus on the individual. This is important since scientific knowledge is often seen as abstract and distant from the daily concerns of average citizens. A community focus shifts the spotlight away from individual learning to collective learning facilitated by trusted cultural institutions serving as social assets. This work brings together scientific expertise and community organizations to advance operational science literacy--scientific ways of problem-solving--for community leaders and functional science literacy--information and skills people can use in their daily lives--among their service populations. This will be done by gathering and sharing knowledge and developing skills and abilities to contribute to the community's overall well-being.
The New England Aquarium (NeAq) and Aquarium of the Pacific (AoP) will apply a community engagement model involving active listening, documentation, alignment of concerns and goals, and co-development of shared solutions that serves the needs of all participants. As part of the Advancing Community Science Literacy (ACSL) project, multi-disciplinary teams from NeAq, AoP and their regional partners will participate in training on the model. They will apply that training to build and implement action plans to advance community-driven responses to local environmental issues. Teams will be assessed with respect to how they use tools from their shared training, along with peer support and coaching, to make progress in engaging diverse community stakeholders. Results of the evaluation will offer insights and recommendations for informal science learning centers to serve their communities more effectively as engagement facilitators and change agents to support science literacy development and action. By applying techniques developed for cultural institutions to communicate about climate science, and combining those with techniques developed for libraries and other organizations to help meet emergent community concerns, such as storm surges and coastal flooding, it is possible to redefine the role informal science learning centers can play as part of a community culture.
ACSL is funded by the Advancing Informal STEM Learning (AISL) program which supports projects that provide multiple pathways for broadening access to and engagement in STEM learning experiences, advances innovative research on and assessment of STEM learning in informal environments, and develops understandings of deeper learning by participants.
The validity of citizen science conducted by community activists is often questioned because of the overt values that activists bring to their investigations. But value judgments are a necessary part of even the best academic science, and scientists whose findings suggest the need for policy action can learn from the example of citizen scientists. Communicating clearly about value judgments in science would give the public a better basis for distinguishing between responsible and irresponsible research on controversial issues.
The knowledge deficit model with regard to the public has been severely criticized in the sociology of the public perception of science. However, when dealing with public decisions regarding scientific matters, political and scientific institutions insist on defending the deficit model. The idea that only certified experts, or those with vast experience, should have the right to participate in decisions can bring about problems for the future of democracies. Through a type of "topography of ideas", in which some concepts from the social studies of science are used in order to think about these
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TEAM MEMBERS:
Alessandro Luis PiolliMaria Conceicao da Costa
In the course of the last decade the European debate on the concept of citizenship has shown that a definition of this concept in strictly legal and jurisprudence terms is reductive. Indeed a behavioral element is present, which goes beyond the defence and request for defence of rights and duties, but actually stresses the importance of acting within a community (or within several communities). A citizenship belonging to a given space/time context which, to be authentic, requires know-how and know-how-to-be that can be gained in different training opportunities (formal, informal etc.) with
The many facets of fundamentalism. There has been much talk about fundamentalism of late. While most people's thought on the topic go to the 9/11 attacks against the United States, or to the ongoing war in Iraq, fundamentalism is affecting science and its relationship to society in a way that may have dire long-term consequences. Of course, religious fundamentalism has always had a history of antagonism with science, and – before the birth of modern science – with philosophy, the age-old vehicle of the human attempt to exercise critical thinking and rationality to solve problems and pursue
In this article, science center and museum professionals from around the world share ways that they are engaging visitors in hands-on innovation. Work from the following organizations are discussed: Exploratorium, Discovery Center of Idaho, Lawrence Hall of Science, Iridescent, Conner Prairie Interactive History Park, Ideum, Discovery Place, Ontario Science Centre, Bootheel Youth Museum, Science Centre Singapore, Children's Museum of Phoenix, Discovery Museums (Acton, MA), Discovery Center of Springfield, Missouri, Museum of Science, Boston, Questacon--The National Science and Technology
In Defense of Food (IDOF) is a media and outreach project based on Michael Pollan's best-selling book of the same title. Through the lens of food science, IDOF is designed to engage diverse audiences in learning about: (1) how science research is conducted, (2) how research findings are used in media, marketing, and public policy, and (3) how to apply food science research in everyday life. IDOF will be created by Kikim Media, an independent production company, broadcast and distributed by PBS and supported by an extensive outreach campaign and interactive website. The project's educational materials will be developed, in part, by the Teacher's College at Columbia University's Center for Food and Nutrition, with dissemination supported by the Coalition for Science After School and by Tufts University's Healthy Kids Out of School initiative, which involves nine of the leading out of school time (OST) organizations, such as Girl Scouts USA, and the National Urban League. The project advisory committee includes highly respected researchers in food, nutrition, and health. IDOF will use an integrated strategy of learning resources, combining a television documentary with online/social media, community outreach, and youth activities. Knight Williams Research Communications will conduct formative and summative evaluation of all major components of the project. The results will advance the informal science community's understanding of how the combination of a documentary with outreach, website/social media, and afterschool activities impacts motivation and learning. The evaluation study will pay special attention to the degree to which participation in the community events, social media/website, and afterschool activities motivates deeper or extended engagement with the subject. Project evaluation results and educational resources will be widely disseminated to the informal science community. IDOF includes a two-hour documentary film that will be produced in both English and Spanish; a community-level outreach campaign focused on reaching underserved audiences who may not watch public television; a set of activities for use in afterschool programs, youth programs and schools; and an interactive and content-rich website with tightly integrated social media tools. IDOF will be nationally broadcast by PBS; the Spanish-language version of IDOF will be broadcast by Vme Television. The ambitious IDOF educational materials and outreach campaign, combined with interactive web and social media, will reach large and diverse audiences. The intended impacts on audiences include increased knowledge and understanding of the scientific process by learning what food scientists do, what techniques they use, and how scientists arrive at their conclusions; the development of critical thinking skills audiences can use when evaluating messages about food and nutrition in media and advertising and when making decisions about what food to buy and eat; and becoming active learners and consumers regarding food. Evaluation results will be widely disseminated to science media producers and the informal science community via professional publications and presentations at conferences. The ultimate value of the In Defense of Food documentary and learning initiative will be to enhance public understanding of the crucial importance of science in people's everyday lives and in shaping dozens of daily decisions.
The work described in this white paper was undertaken in direct response to information WNET received from science museums describing certain challenges they face when partnering with public television stations on outreach initiatives. The PBS Series THE HUMAN SPARK provided the perfect opportunity to explore better ways to collaborate on large-scale initiatives, and to learn how these collaborations might provide the framework for attracting new audiences, increasing membership and revenue, and developing long-lasting partnerships.
Archaeology education activities in informal science learning settings are an underutilized, but effective strategy for teaching science inquiry skills in socially and culturally relevant contexts. This project investigated the potential for archaeological content and inquiry strategies to help informal science learning institutions increase learning with diverse ISE audiences. The project was based on foundational research for the development of a national research framework for archaeology education and a plan for developing high-quality science learning opportunities for under-represented
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TEAM MEMBERS:
Michael BrodyJohn FisherJeanne MoeHelen Keremedjiev
In the United States, African Americans are underrepresented in science careers and underserved in pre-collegiate science education. This project engaged African American elementary students in culturally relevant science education through archaeology and thereby increased positive dispositions toward science. While imagining what the lives of their ancestors were like, students practiced scientific inquiry and used natural sciences to analyze archaeological sites. The project helped to improve science literacy among African American elementary students through archaeological inquiry and