This project builds off prior work conducted for the Science Center Public Forums project (NA15SEC008005) where eight forums were held at different sites across the US related to four climate hazards (drought, sea level rise, extreme heat, and extreme precipitation).
Reflecting on the practice of storytelling, this practice insight explores how collaborations between scholars and practitioners can improve storytelling for science communication outcomes with publics. The case studies presented demonstrate the benefits of collaborative storytelling for inspiring publics, promoting understanding of science, and engaging publics more deliberatively in science. The projects show how collaboration between scholars and practitioners [in storytelling] can happen across a continuum of scholarship from evaluation and action research to more critical thinking
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TEAM MEMBERS:
Michelle RiedlingerJenni MetcalfeAyelet Baram-TsabariMarta EntradasMarina JoubertLuisa Massarani
Meaningful science engagement beyond one-way outreach is needed to encourage science-based decision making. This pilot study aimed to instigate dialogue and deliberation concerning climate change and public health. Feedback from science café participants was used to design a panel-based museum exhibit that asked visitors to make action plans concerning such issues. Using intercept interviews and visitor comment card data, we found that visitors developed general or highly individualistic action plans to address these issues. Results suggest that employing participatory design methods when
Natural disasters are increasing at a rapid rate, with the Centre for Research on the Epidemiology of Disasters reporting that climate-related disasters occurred more than twice as frequently, on average, from 2000 to 2015 in comparison to the 1980s. Disaster education, on the other hand, is sparse and unsystematic. The goal of our work was to develop brief and impactful educational interventions, accessible to teens throughout the country, and that focused on using technology to confront natural disasters. We did this through the Teen Science Café Network, a group that sponsors out-of-school
The National Center for Science Education’s Science Booster Club Program piloted a no-conflict approach to free, informal science activities focused on climate change or evolution, holding 64 community events at two sites over the course of 15 months, engaging with more than 70,000 participants. In the participating communities science literacy increased over time as did community engagement as measured by local financial support, requests for programming, and event attendance.
As part of its overall strategy to enhance learning in informal environments, the Advancing Informal STEM Learning (AISL) program funds innovative research, approaches and resources for use in a variety of settings. The uses of technologies in emergency management and public safety are emerging rapidly, but it could take years for school STEM curricula to catch up with the technologies that are already being deployed in the field. Informal learning environments, such as Teen Science Cafés, provide a compelling venue for youth learning about rapidly-developing STEM fields such as technology. The floods and devastation caused by Hurricane Harvey provide a timely learning opportunity for them. This project, in addition to developing new materials for learning about technologies, will provide much-needed baseline research on teens' understanding of technology, technology careers, and emergency preparedness. Leveraging the robust platform of the NSF-funded Teen Science Café, the Maine Mathematics and Science Alliance will build upon its existing partnership with Science Education Solutions to develop and implement a package of educational activities, tools, and resources for a Teen Science Café that is focused on community flood events and response, using Hurricane Harvey as a model and case study. The materials will focus on advances in sensor technology, data visualization, social media, and other mobile communication apps used to detect, monitor and respond to flooding and natural disasters. The package of materials will be embraced by 20 sites in Maine. The goal is to engage at least 600 youth in themed Cafés focusing on how technology was used to respond to Harvey and is being used to manage and respond to flooding more generally. An important related goal is to conduct baseline research on what teens currently know about the flood-related technologies, as well as what they learn about it from this experience derived from recent floods in Texas, Florida, and the Caribbean islands.
A research goal of our work was to collect baseline information on teens’ level of knowledge about the role of technology in responding to a variety of natural disasters. To our knowledge, the field has not developed measures of knowledge of this increasingly important domain. We developed a quick and easy-to-administer 10-item multiple-choice measure, which we presented as a “trivia game” to be done sometime during the 90-minute Café. We did not track pre- to post-café changes in knowledge, because the Cafés emphasized very different pieces of technology as well as different types of natural disasters. Rather, we wished to establish a starting point, so that other researchers who are engaged in ERT efforts with teens have both an instrument and baseline data to use in their work.
A sample of 170 youth completed the questionnaire. The average correct response rate was 4.2 out of 10, only slightly higher than the chance of guessing correctly (3 out of 10). This suggests teens have limited baseline knowledge of Emergency Response Technology and our Cafés therefore served an important purpose given this lack of knowledge. Indeed, for half of the questions at least one incorrect answer was selected more often than the correct answer! Note that there were no statistically significant correlations between age and gender and rates of correct answers.
Three things are clear from our work: 1) Youth need and want to know about the vital roles they can play by learning to use technology in the face of natural disasters; 2) Teens currently know little about the uses of technology in mitigating or responding to disasters; and 3) Teen Science Cafés provide a timely and relatively simple way of sparking interest in this topic. The project showed that it is possible to empower youth to become involved, shape their futures, and care for their communities in the face of disasters. We plan to continue to expand the theme of Emergency Response Technology within the Teen Science Café Network. Reaching teens with proactive messages about their own agency in natural disasters is imperative and attainable through Teen Science Cafés.
The National Ocean Sciences Bowl (NOSB), managed by The Consortium for Ocean Leadership, provides enriched science education and learning through a nationally recognized and highly acclaimed academic competition that increases high school students’ knowledge of the marine sciences, including the science disciplines of biology, chemistry, physics, and geology. The NOSB addresses a national gap in environmental and Earth sciences in K-12 education by introducing high school students to and engaging them in ocean sciences, preparing them for careers in ocean science and other science, technology, engineering and mathematics (STEM). Currently, there are 25 regions in the U.S. that compete in the NOSB, each with their own regional competitions. The regional competitions are coordinated by the Regional Coordinators, who are typically affiliated with a university in their region. Each year approximately 2,000 students from 300 schools across the nation compete for prizes and a trip to the national competition. The goal of this organization is to increase knowledge of the ocean among high school students and, ultimately, magnify the public understanding of ocean research. Students who participate are eligible to apply for the National Ocean Scholar Program.
Previous studies on public engagement with science have identified various difficulties in the encounters between experts and lay people. However, there is a scarcity of research investigating expert-youth interaction. In this paper we focus on the interactive framings of an informal PES event. Based on a case study involving a climate change panel discussion and a simultaneous online chat, both aimed at young people, we discuss the multiplicity of framing. Further, we look for “misbehaviours” which challenge the rationality and norms of the event. Our findings indicate that the frame of
A public event series, “Ecohumanities for Cities in Crisis,” will bring humanities scholars and the public together in Miami, FL to discuss the tension between humans and nature over hundreds of years. Miami is on the verge of an environmental crisis from a warming planet and rising seas. As the region grapples with policy and science issues, humanities scholars have a unique role to play. The project will frame humanistic discussion about urban environments, risk, and resilience. The centerpiece is a public forum in March 2016 which includes a plenary of scholars from diverse humanities disciplines, a walking tour, and a panel on diversity and justice in environmental advocacy. There will be five subsequent public programs through the Fall 2016, an on online archive of all events, professional development activities for high school teachers, a graduate public environmental history course, and a curated museum exhibit.
The Nexus of Energy, Water, and Climate: From Understanding to Action (Café +) project will develop and test two interactive board game concepts focused on energy, water, and climate with youth and adults from four highly diverse communities in New Mexico. The four primary goals of the project are to: (a) develop, play test, and implement two board, card, or other non-electronic games grounded in energy, water, and climate content at four project sites, (b) identify the key characteristics of the games that maximize problem solving while stimulating interest, engagement, and learning, (c) explore the implications of game playing on dialog, learning, and Café+ satisfaction for youth and adult participants, and (d) evaluate the viability of this model for full scale implementation throughout the existing Café Scientifique program, from which this project is based. Los Alamos National Laboratory, Sandia National Laboratory, PNM Resources, Scott Balaban Games Design, the Los Alamos County Utilities Department, and a host of advisors and consultants from a broad range of organizations and institutions will collaborate to develop, test, and implement the Café+ games model. The primary deliverables include: (a) two non-electronic multiage commercial quality games focused on energy, water, and climate content, (b) a comprehensive pilot study examining the impact, effectiveness, and viability of the Café+ model with the target audiences, and (c) formative and summative evaluations of the games implementation model. A significant outcome of Café+ is that New Mexico youth and adults, from diverse backgrounds, will learn relevant science content through the development and testing of engaging, innovative commercial quality games. Over 250 youth and adults will benefit directly from their participation in the pilot study. They will not only learn important science content while working collaboratively in groups (youth only and youth/adult groups), but they will also participate in an authentic scientific process experience as playtesters. In this role, youth and adults will experience critical science concepts such as trial and error and refinement. Further, the games will be made publicly available and implemented across the entire Café Scientifique program (n=960 youth). The evaluation study will employ a mixed methods approach to examine project implementation, effectiveness, and impacts. Focus groups, observations, and surveys will be employed to assess a number of variables such as (but not limited to): content knowledge and learning, interest, engagement, game features, game play processes, gaming obstacles and challenges, participant interactions, and motivation. Embedded assessment opportunities will also examine participants\' decision making abilities, analytical skills, and ability to transfer knowledge gained to real world situations as they navigate through the games. Data collected at the youth-only pilot test sites will be used in a comparative analysis of similar variables tracked at the youth and adult sites. Formative approaches will provide iterative, ongoing opportunities for programmatic and game refinement and adjustments. The formative and summative evaluations will endeavor to document critical data and findings needed to assess the viability of Café+ as a full scale development project, with additional games and project sites across the country. The Café+ project would add to the limited literature base on learning and science engagement of youth within Science Café settings in the 21st century. More critically, this pilot study could contribute to the dearth of current research on the impact of non-electronic game play can have on youth only groups and youth/adult groups working collaboratively to make important scientific decisions within Science Café settings. This comparative data could prove significant for other program models interested in implementing similar youth and adult game based program. Further, the relevance of the content could potentially spark youths' interest not only in pursuing courses and careers in STEM, but it could also motivate youth and adult participants to become more involved in civic engagement activities occurring within and beyond their local communities.
WGBH is producing the fifth and sixth seasons of NOVA scienceNOW, a multimedia project that addresses a wide array of science, technology, engineering, and mathematics subjects via multiple platforms. They include national PBS broadcast, the PBS web site, and innovative outreach activities such as an expanded Science Café initiative. Hosted by astrophysicist Dr. Neil deGrasse Tyson, Season Five will air in 2010; Season Six in 2011. The focus is "stories of transformative research," e.g., nanotechnology, stem cells, quantum computing, as well as clean energy, and climate change. Project goals are to "produce a lasting impact on Americans' appreciation for and understanding of current scientific research," and to encourage an interest in STEM careers among younger viewers. Building upon solid prior work, the proposed project is finding new ways to interweave the television show, web materials, and Science Cafés to provide multiple entry points and pathways for the audience. For example, they will produce 32 web-only scientist profiles supported by a blog and social media tools, and then train these scientists as presenters for the Science Cafés. NOVA is planning a new strategy to maximize carriage and increase audience for the six new programs per year; the programs will run consecutively in the NOVA Wednesday evening primetime slot during the summer. During Season Three, over 2.7 million television viewers per week tuned in NOVA scienceNow, with 62,000 unique visitors to the web site per month and 75 active Science Cafés across the country. The expanded Science Café initiative is designed to become self-sustaining beyond the grant period through new partnerships with groups such as the Astronomical Society of the Pacific, the American Chemical Society, and the Coalition for the Public Understanding of Science. The project will also collaborate with the Association of Science-Technology Centers and science centers around the country to host Science Cafés featuring scientists profiled on the web. Goodman Research Group will assess the reach and effectiveness of Seasons Five and Six. The focal/primary evaluation activity is a viewing and engagement study on the influence of viewing the series along with accessing and participating actively with the increased web and outreach offerings. This study will comprise web-based surveys with adaptive branching patterns, which will include data collection from a variety of participants and will focus on participants? use of the series, website, and outreach. The summative evaluation will measure how the project is reaching these audience segments, while also meeting the overall goals of increasing public understanding of science and engagement in science-related activities.
This planning grant deals with helping people in a flood prone area, Lehigh Valley, understand climate change and the impacts it can have on their livelihood. Through a series of town hall type meetings and distributed materials, the Nurture Nature Foundation and scientists will provide perspective on climate change and options now available to them. The target audience will range from teenagers to adults. During these discussions STEM concepts shall be integrated into the materials. An important aspect of this planning project is devising strategies for interactions with the local groups in meetings and for effective displays and exhibits that not only address the flooding/climate change issues but also reflect the STEM principles and concepts that are involved.