From ‘Feed the Birds’ to ‘Do Not Feed the Animals’ takes an engaged approach in which science communication is both process and outcome of the research. The project started in the UK in March 2020, coinciding with government-imposed lockdowns in response to the COVID-19 pandemic; since the project’s engagement had been designed around in-person interactions, a rapid and creative rethink was needed. This paper outlines the redesign of the project and describes a hybrid model of on-line and in-person engagement, integrating new skills and technologies which the pandemic catalysed, with well-established in-person practice in science communication. Our research develops good practice for online, participatory science communication, and supports the advancement of engaged research more widely.
Building a strong and trustworthy communication network to report unusual signs of disease will facilitate Australia's response to a foot and mouth disease (FMD) outbreak. In a four-year study, the FMD Ready Farmer-led surveillance project adopted the Agricultural Innovation Systems (AIS) framework, modelling transformation of how knowledge is co-created, valued, and communicated. The FMD Ready project has highlighted the need for multiple stakeholders' voices to be heard, and the importance of regulatory bodies to listen. Relationships take time and need to be valued as a necessary tool in a participatory, innovative approach to animal health and disease management.
In this “practice insight” we present a series of experiences run by Association Traces, injecting participatory approaches into science engagement activities by valuing the knowledge of the public rather than focusing on their ignorance. Starting from the observation that a sort of hybridization is occurring between cultural activities and public engagement with science on one side, and co-creation and participatory activities on the other, we provide some insight on the features of each approach. Examples are then used to highlight the potential value of this hybridization: as a way of making participatory activity more recognizable and accessible to a wide audience; to ensure that scientists have a professional interest in engaging in the communication activity; to raise a sense of ownership and empowerment in the audience, etc. These examples will eventually show that participation may lead to science communication practices that are socially-inclusive and/or productive for research, and ideally both.
Participatory science communication featured in several sessions and individual papers at the 2021 online conference of the Public Communication of Science and Technology (PCST) Network. This coverage recognises the drive away from linear communication to more participatory forms of science communication. In this special edition we present practice insights, papers and essays that explore participatory science communication. These contributions explore definitions, processes and describe case-studies of participatory science communication which involve a variety of publics, from young school students to Indigenous groups to farmers. In this introductory editorial we reflect on the papers, describe the growth of a participatory approach as part of the continuing evolution of science communication; explore a definition for participatory science communication; and consider some of the key concepts and issues that emerged.
This essay approaches the question: ‘What does participatory science communication for transformation mean in Colombia?’ The answer comes from an examination of the public policy instruments that have promoted participatory scientific communication through the concept of social appropriation of science, technology, and innovation (STI). In the gaze of these public policy instruments, it is evident how the social appropriation of STI has been intended as a means of transformation.
Young children are actors usually excluded from political decisions and also from many science communication projects. Participatory science communication models can help to connect their everyday life with both local policies and science-related content. Using visual methodologies for engagement, we aimed at understanding what preschool children prefer in the city landscape. Results show how young children envision a “better city” and how that construction might defy current scientific knowledge. It further illustrates how science communication can be used to co-produce new knowledge, contributing to the debate about people's needs and perceptions related to science-based options.
Traditionally, the Royal Institution's Christmas Lectures have always adopted a deficit model for communication, with one or two invited scientists giving lectures to an audience present at the Royal Institution (Ri) and, since 1936, an audience watching the lectures on television at home. As trends in public engagement have tended towards more dialogue or participatory models, the Ri has made efforts to create a programme of events around the lectures: extending the experience outside of the lecture theatre and giving audiences more opportunities to experience live events and participate in discourse. In this paper, we explore data collected as part of an 18 month evaluation of the Christmas Lectures and their associated events. We focus on data collected at events designed to create live and interactive experiences beyond the lectures and evaluate these participatory approaches. The paper shares this learning to enhance the extension of traditional science communication towards science participation.
This article will take you through the evolution of our approach in presenting and communicating science. For twenty years ‘1, 2, 3, sciences’ has run participatory live workshops for adults. A special tool, the Group Provisory Conclusion or GPC, involving each participant, contributes to the success. Our expectation was to rekindle the public’s interest through participatory methods, supported by the emergence of collective intelligence. It describes our actions to help people reduce their apprehension towards science.
Despite the societal relevance of energy research, there is a distinct lack of citizen science initiatives in the field. This paper reports the experience of a participatory and innovative strategy to develop a citizen science initiative for solar energy research. A number of stakeholders participated in the definition and implementation of the initiative, and tools such as surveys and a hackathon were employed. The process described aims to provide a blueprint for transforming the relationship between citizens and research into societal challenges. Here we describe the collaborative process and analyse the main opportunities, limitations and future perspectives.
This study provides a practice insight into campus/community co-farming as a communication experience connecting civic participants and experts in exploring the potential applications of smart agriculture. The observation focuses on participants' perceptions of smart-agri practices. The objectives of smart-agri practices have been identified to reduce negative environmental impact and meet local challenges; their development corresponds to the civic value-driven experience of promoting sustainable agriculture with low-risk, trackable information. Relatively few studies on smart-agri communication have engaged with the non-expert level. The findings highlight a viable participatory communication form of problem-solving, the public's trust of expertise, and a vision for inclusive socio-economic applications of smart agriculture.