This paper was presented at the annual meeting of the National Association for Research in Science Teaching, NARST, Chicago, IL. It describes findings from the Work With a Scientist Program (WWASP), which engages scientists and high school students in cogenerative dialogues.
This poster was presented at the 2017 Annual Meeting of the American Educational Research Association, AERA, San Antonio, TX.
The Next Generation Science Standards (NGSS Lead States, 2013) emphasize that K–12 science education should reflect real-world interconnections in science and focus on deeper understanding and application of content. One effective way to help students learn to apply science is to invite them to work with scientists on authentic scientific projects. Internship programs designed for students to work with scientists have been suggested as one of the most productive
It’s important to communicate the excitement and value of NSF-funded research. This tool (formatted as a Prezi presentation) helps you do that with assistance from NSF public affairs experts, exploring options for communicating your research and broader impacts.
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National Science Foundation
resourceresearchProfessional Development, Conferences, and Networks
When neurologist Annick Desjardins first heard about an experimental therapy that uses the polio virus to attack cancer cells, she admittedly thought it was an off-the-wall idea. In the 12 years since then, however, Desjardins—now associate professor of neurology at the Duke University Medical Center in Durham, North Carolina, which is hosting the study—has seen remarkable results. The CBS show 60 Minutes even described the treatment, a form of immunotherapy, as potentially a “big leap forward.” In advance of her keynote address at the 2015 ASTC Annual Conference in Montreal, Quebec, Canada
On the first day of the Science and Society course at the Cooperstown Graduate Program in Cooperstown, New York, I present the students with an incandescent lightbulb, with clear glass so one can easily see the filament inside. I ask the students how it works and they are able to tell me that the electricity comes in there, runs through the filament here, heats up, and produces light. Then I take out my iPhone and slide it across the table and ask, “How does this work?” Blank stares abound.
This issue sees the implementation of new designs for the JCOM website and articles and there are plans for further updates over the next year. In a recent survey, we have explored readers opinions of the journal with a view to introducing improvements. Your interests are diverse, which is not surprising for a field which ranges from books and print media, to museums and interactive technologies. We are also reviewing our peer review process to ensure that it meets the needs of our authors.
Measuring impact may be challenging, but does that mean we should accept a lack of ambition? Researchers in all fields are grappling with the challenge of how to measure impact (in many different contexts, which naturally leads to many different approaches), and so perhaps it is not surprising that the ‘impact culture’ is spreading to public engagement. But is the field rising to the challenge or should we think more broadly about how we demonstrate impact, perhaps freeing individual and smaller projects from the need to measure public impact and allowing them instead to focus on formative
Taking the International Science in Popular Culture conference as a starting point, this editorial considers audiences for cultural products, considering the size of audiences (from blockbuster films, to intimate science slams), their pre-existing (or lack of pre-existing) interest in the subject and what this might offer the field of science communication.
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Emma Weitkamp
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The design, delivery and evaluation of JCOM Masterclasses has given us the opportunity to reflect on the audiences, training needs and training schemes available to people working at different levels and in different contexts to communicate STEM subjects to a diverse variety of people. Although not always widely available, short courses in the communication of science have been offered in a number of countries around the world over the past few years. We felt it is now time to open a discussion on the rationale, the methods and the objectives of such training programmes.
The ever-changing nature of academic science communication discourse can make it challenging for those not intimately associated with the field ― scientists and science-communication practitioners or new-comers to the field such as graduate students ― to keep up with the research. This collection of articles provides a comprehensive overview of the subject and serves as a thorough reference book for students and practitioners of science communication.
For decades, particle physicists have been using open access archives of preprints, i.e. research papers shared before the submission to peer reviewed journals. With the shift to digital archives, this model has proved to be attractive to other disciplines: but can it be exported? In particle physics, archives do not only represent the medium of choice for the circulation of scientific knowledge, but they are central places to build a sense of belonging and to define one's role within the community.
When entering the research world, Early Career Researchers (ECRs) may encounter difficulties building a good reputation for their research, its quality and the research results. Open access is the movement that could assist ECRs to: (a) widely disseminate their scholarly outputs, (b) demonstrate the research and societal impact of their work and, (c) organise online research portfolios that can be accessed by all researchers, as well as prospective employers.