Filter by keyword: Informal learning

Sep 18, 2023 Practice Insight

How to save the world with zombies? — A scientainment approach to engage young people

by Petra Bättig-Frey , Mirjam West , Rahel Skelton , Verena Berger

When trying to sensitize adolescents for sustainability, innovative communication approaches are needed. In the outdoor escape “Zombie mission”, players follow a story and try to save the world by solving puzzles about sustainability topics with scientific information found in the university gardens. This study investigates to whom this scientainment approach appeals and whether it can impart knowledge and raise interest in science and the environment. A mixed methods approach was adopted using questionnaires and interviews. The results suggest that the game is a promising tool for communicating sustainability to adolescents, even those who may not have had prior interest in the environment or science. Participants enjoyed the activity and gained new knowledge as a result.

Volume 22Issue 052023

Oct 31, 2022 Article

Imagining the Sun: using comparative judgement to assess the impact of cross-curricular solar physics workshops

by Carol Davenport , Richard Morton

This paper describes a school intervention focused on visual art and solar physics using science capital and STEAM methodologies to develop STEM engagement activities. Data from 40 children (aged 8–11) in two primary schools in the North East of England are presented, using pre- and post-intervention surveys which contained free-response and likert-scale questions. The paper presents a novel, and transferable, method of evaluating children’s drawings using online comparative judgement marking software, particularly suited to those without a background in qualitative research. Using comparative judgement this paper shows that the intervention led to a moderate increase in girls’ knowledge of solar physics.

Volume 21Issue 062022

Oct 10, 2022 Conference Review

“Be the change” — how Cheltenham Science Festival used a central theme to centre social change within the festival

by Gary Kerr , Emma Whittle , Marieke Navin

“Be the change” (BTC) was the theme for Cheltenham Science Festival. BTC set out to empower audiences as individuals and as a collective to enact positive change across a wide range of global issues linked to the UN Sustainable Development Goals. We examine the role of theming within festivals and analyse how BTC centred social change within the science festival. We conclude by noting that science festivals do not have to have science, technology, engineering or maths (STEM) themes, but can instead be themed around global social issues.

Volume 21Issue 062022

Apr 26, 2022 Article

“Easy to join in your pyjamas”: benefits and barriers of online science engagement at Australia's 2020 National Science Week

by Olivia F. McRae , Ellie Downing , Alice Motion , Chiara O'Reilly , Reyne Pullen

In 2020, National Science Week events shifted online in response to Australian COVID-19 restrictions. Our research captures this rapid pivot from in-person to online science events, exploring experiences through audience and presenter questionnaires, and follow-up interviews. We examine characteristics of audiences for online science events, benefits and barriers of these events, and opportunities for online engagement. Key benefits were ease of attendance, new experiences enabled online, and greater control and flexibility. Lack of social interaction, technology issues, and audience reliability were identified as barriers. Our research suggests online events operate in a different sphere to in-person events and informs the delivery of engaging online experiences.

Volume 21Issue 032022

Mar 28, 2022 Essay

Turning the tide: crafting a collective narrative of the ocean through participatory media

by Gianna Savoie

Participatory media has the ability to engage people in stories of science in ways that are personal, profound and culturally relevant. This essay launches from my experience as a scientist-turned-filmmaker and my establishment of the Ocean Media Institute, a global media collective that serves as a participatory platform for the communication of ocean science. Through collaboration and innovation, we as science storytellers have the ability to shape narratives that are factual, evidence-based and embrace greater inclusivity. Only when we invite diverse perspectives that draw from all ways of knowing, will we be able to provoke deeper dialogue and ignite change.

Volume 21Issue 022022Special Issue Participatory science communication for transformation (PCST2020+1) (PCST2020+1)

Mar 28, 2022 Essay

The Group Provisory Conclusion, a powerful tool for science debut

by Marima Hvass-Faivre d'Arcier

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.

Volume 21Issue 022022Special Issue Participatory science communication for transformation (PCST2020+1) (PCST2020+1)

Feb 07, 2022 Article

Visitors come to experience science: towards a non-obtrusive evaluation method based on immersive virtual reality

by Carla Morais , Luciano Moreira , Ana Teixeira , Teresa Aguiar , António Coelho , Vasco Pereira , Alexandre Jacinto , Marta Varzim , João C. Paiva , Miriam Rosa

This paper focuses on developing and assessing a non-obtrusive and transformative method, based on virtual reality, to evaluate science communication projects in science centres. The method was tested using deep-sea cutting-edge scientific content. We applied a mixed design, with 72 adult participants randomly assigned to experimental conditions (with/without exhibition exposure). Results showed that the exhibition promoted a better understanding of science. The non-obtrusive measures on awareness and engagement were positively related with questions posed via questionnaire and interview. The study adds theoretical and empirical support to the design and implementation of non-obtrusive and transformative evaluation experiences in science exhibitions in science centres and museums.

Volume 21Issue 012022

Jan 31, 2022 Article

The audience experience of science storytelling: impact profiles from a Q methodology study

by Jessica Sickler , Michelle Lentzner

The Story Collider applies the principles of narrative transportation to produce events that use first-person, personal stories about science to activate audience emotion, empathy, and identities. This study sought to systematically explore underlying patterns in the subjective experience of these live shows. This study combined a research framework from the performing arts with Q methodology, a method designed to capture and quantify subjectivity of personal meaning. This revealed four profiles, each representing a distinct way that one can internalize the value of science storytelling. Results highlight an opportunity within programs that operate at the nexus of science communication and the arts.

Volume 21Issue 012022

Jan 24, 2022 Article

Beyond the Base-ics: approaches to driving connection through genetics in museums

by Abigail A. Howell , Keighley N. Reisenauer , Michelle M. Valkanas , Katherine E. Carter

Genetics literacy is crucial for making informed decisions. However, perceived complexity, educational gaps, and misleading media narratives make reaching diverse populations difficult. Interventions to improve genetics literacy beyond K—12 classrooms should center on building science trust and self-efficacy. We used a mixed methods approach to survey 12 museums with genetics content and found 3 framing devices, “Genetics is Fun,” “Genetics is Relevant,” and “Genetics is Discovery.” While each framing strategy leads to high engagement with genetics topics, these approaches differed in ways that affect ability to learn and how genetics is perceived. Exhibit creators should consider design ramifications when creating a genetics exhibit that builds genetic literacy.

Volume 21Issue 012022

Jun 09, 2021 Practice Insight

Collaboration for chemistry communication: Insights from a research-practice partnership

by Elizabeth Kunz Kollmann , Marta Beyer , Emily Howell , Allison Anderson , Owen Weitzman , Marjorie Bequette , Gretchen Haupt , Hever Velazquez , Shiyu Yang , Dietram A. Scheufele

As several recent National Academies of Sciences reports have highlighted, greater science communication research is needed on 1) communicating chemistry, and 2) building research-practice partnerships to advance communication across science issues. Here we report our insights in both areas, gathered from a multi-year collaboration to advance our understanding of how to communicate about chemistry with the public. Researchers and practitioners from science museums across the U.S. partnered with academic social scientists in science communication to develop and conduct multi-strand data collections on chemistry communication and informal education. Our focus was on increasing interest in, the perceived relevance of, and self-efficacy concerning chemistry through hands-on activities and connecting chemistry to broader themes concerning everyday life and societal impacts. We outline challenges and benefits of the project that future collaborations can gain from and illustrate how our strands of work complemented each other to create a more complete picture of public perceptions of chemistry.

Volume 20Issue 042021

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