There has been an increased push for science, technology, engineering, and mathematics (STEM) students and scientists to be trained in science communication. Science communication researchers have outlined various models of how scientists interact with nonscientists—including deficit, dialogue, and inclusive approaches. We wanted to analyze whether published science communication curricula for STEM students and scientists exhibit features of inclusive science communication.
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TEAM MEMBERS:
Randy VickeryKatlyn MurphyRachel McMillanSydney AlderferJasmine DonkohNicole Kelp
Informal STEM learning experiences (ISLEs), such as participating in science, computing, and engineering clubs and camps, have been associated with the development of youth’s science, technology, engineering, and mathematics interests and career aspirations. However, research on ISLEs predominantly focuses on institutional settings such as museums and science centers, which are often discursively inaccessible to youth who identify with minoritized demographic groups. Using latent class analysis, we identify five general profiles (i.e., classes) of childhood participation in ISLEs from data
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TEAM MEMBERS:
Remy DouHeidi CianZahra HazariPhilip SadlerGerhard Sonnert
Why do scientists volunteer to be involved in public engagement in science? What are the barriers that can prevent them participating in dialogue with society? What can be done to facilitate their participation? We report the outcomes of a series of focus groups conducted with the young scientists who volunteered in SISSA for schools (S4S), the Children's University program of the International School for Advanced Studies (SISSA) in Trieste, Italy.
S4S is based on the contribution of PhD students as volunteers, has a participatory character, and is attentive to social and gender inclusion
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TEAM MEMBERS:
Simona CerratoValentina DaelliHelena PertotOlga Puccioni
The purpose of this paper is to provide an overview of the issues of scientific literacy in a dozen countries, as well as the actions taken to address the distinct problems they face. It also presents some experiments that are conducted there.
This dossier was produced as part of Les Journées internationales de la culture scientifique – Science & You, held in Montreal on May 4th, 5th and 6th, 2017.
The nature of STEM (science, technology, engineering, and mathematics) learning is changing as individuals have unprecedented, 24/7 access to science-related information and experiences from cradle to grave. Today’s science-education opportunities include not only traditional schooling, but also libraries, museums, zoos, aquaria, science centers, and parks and preserves; diverse broadcast media such as television, podcasts, and film; organized youth programs such as 4-H, after-school or summer camps, and special-interest clubs and hobby groups; and an ever-increasing array of digital media
In the last few years, a continuous series of food alerts have caught the attention of the media and the public in Europe. First, eggs and pork contaminated with dioxins; then, "mad cow" disease, while, all along in the background, a battle against genetically modified plants has been in progress. These food alerts have had complex repercussions on the perception of risks associated with food production. Experts have often been divided over these issues, and the uncertainty of scientific data has been indicated on more than one occasion as one of the factors that influence risk perception
As part of a grant from the National Science Foundation, the National Federation of the Blind (NFB) is conducting regional STEM workshops in partnership with local science museums, entitled NFB STEM2U, for blind youth [youth], grades 3 – 6 and 9-12. During the third regional workshop in Columbus, Ohio, the NFB operated two different programs simultaneously: one program for youth, and a second program for their parents/caregivers. A third program, for COSI (science center) staff, was conducted earlier to prepare the museum staff to assist with the youth program. A separate report will discuss
Collaboration efforts between educator preparation programs and children's science museums are important in assisting elementary pre-service teachers connect the theory they have learned in their classrooms with the actual practice of teaching. Elementary pre-service teachers must not only learn the science content, but how to effectively deliver that science content to a group of students. One university provided their elementary pre-service teachers with the opportunity to prepare and deliver science lessons to students in a children's science museum in south Texas.
Learning to see inequity in science is critical to anyone who is actively encouraging young people to invest their education, career, and life in the discipline. If the culture of science is grossly inequitable, why should students take the risk of entering this discipline over careers in other arenas? Many scholarly publications from the fields of psychology, science education, and sociology have described inequities in science; proposed theoretical frameworks for understanding them; and explored practical strategies for addressing such inequities, but progress in jettisoning these inequities
In this article, we explore the Programme for International Student Assessment (PISA) with a lens informed by the socioscientific issues (SSI) movement. We consider the PISA definition of scientific literacy and how it is situated with respect to broader discussions of the aims of science education. We also present an overview of the SSI framework that has emerged in the science education community as a guide for research and practice. We then use this framework to support analysis of the PISA approach to assessment. The PISA and SSI approaches are seemingly well aligned when considering
Both in common parlance and within the academy, the word “learning” has broad and varied meanings. On the street, we apply the same term to a child who, as a result of bitter experience, will no longer tease an older, tougher peer, and to those who achieve the highest Latinate degrees after many years of study at the University. In the field of psychology, “learning” was the major topic in America for fifty years, before it was replaced and almost consigned to oblivion, courtesy of the “cognitive revolution” of the 1960s (Gardner 1985). Now, with study becoming a lifelong enterprise, and with
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TEAM MEMBERS:
Margaret WelgelCarrie JamesHoward Gardner
In this study, we develop a model of science identity to make sense of the science experiences of 15 successful women of color over the course of their undergraduate and graduate studies in science and into science-related careers. In our view, science identity accounts both for how women make meaning of science experiences and how society structures possible meanings. Primary data included ethnographic interviews during students‘ undergraduate careers, follow-up interviews 6 years later, and ongoing member-checking. Our results highlight the importance of recognition by others for women in