Filter by keyword: Informal learning

May 22, 2018 Article

Communicating science through the Comics & Science Workshops: the Sarabandes research project

by Cecile de Hosson , Laurence Bordenave , Pierre-Laurent Daures , Nicolas Décamp , Christophe Hache , Julie Horoks , Nassima Guediri , Eirini Matalliotaki-Fouchaux

The aim of this paper is to analyze the impact of Comics & Science workshops where forty-one teenagers (designated Trainee Science Comic Authors [TSCAs]) are asked to create a one-page comic strip based on a scientific presentation given by a PhD student. Instrumental genesis is chosen as the conceptual framework to characterize the interplay between the specific characteristics of a comic and the pieces of scientific knowledge to be translated. Six workshops were conducted and analyzed. The results show that the TSCAs followed the codes that are specific to the comic strip medium and took some distance with the science integrity. Nevertheless being involved in the creative process allowed them to understand the reasons for certain choices of science illustration or storytelling. This approach can foster the emergence of a critical mind with respect to reading science stories created in other contexts.

Volume 17Issue 022018

Nov 21, 2017 Article

Capturing the many faces of an exploded star: communicating complex and evolving astronomical data

by Lisa Smith , Kimberly Arcand , Randall Smith , Jay Bookbinder , Jeffrey Smith

This study explored how different presentations of an object in deep space affect understanding, engagement, and aesthetic appreciation. A total of n = 2,502 respondents to an online survey were randomly assigned to one of 11 versions of Cassiopeia A, comprising 6 images and 5 videos ranging from 3s to approximately 1min. Participants responded to intial items regarding what the image looked like, the aesthetic appeal of the image, perceptions of understanding, and how much the participant wanted to learn more. After the image was identified, participants indicated the extent to which the label increased understanding and how well the image represented the object. A final item asked for questions about the image for an atronomer. Results suggest that alternative types of images can and should be used, provided they are accompanied by explanations. Qualitative data indicated that explanations should include information about colors used, size, scale, and location of the object. The results are discussed in terms of science communication to the public in the face of increasing use of technology.

Volume 16Issue 052017

Jun 01, 2017 Conference Review

Hollyweird Science ― A symposium at the 253rd Annual meeting of the American Chemical Society. San Francisco 3 & 4 April 2017

by Erik Stengler

Science in film is gaining attention from scientists and science communicators. Sixteen experts gathered at the 253rd Annual Meeting of the American Chemical Society to explore the role and relevance of science in film. An audience of researchers, academics and students enjoyed first-hand accounts from filmmakers, science consultants and experts in science communication, who all agreed on the important impact the way science is depicted in film has on education, outreach and the relationship between science and society.

Volume 16Issue 022017

Jan 23, 2017 Article

Analysing Dutch Science Cafés to better understand the science-society relationship

by Anne Dijkstra

Science cafés offer a place for information and discussion for all who are interested in science and its broader implications for society. In this paper, science cafés are explored as a means of informal science dialogue in order to gain more understanding of the science-society relationship. Perspectives of visitors, organisers and moderators of science cafés were analysed. Findings show that science cafés stimulate discussion and engagement via informal learning processes. Visitors come to broaden their knowledge in an informal ambiance. Organisers and moderators hope to enhance understanding of science and confidence of people to participate in debates.

Volume 16Issue 012017

Dec 16, 2016 Commentary

Science, brands and the museum

by Robert Bud

This paper argues that for citizens to be engaged with science they need to be able to share analytical techniques as well as the results of analyses. The category of "brand" which condenses the instrumental with the symbolic is both powerful in its uses and familiar to laypeople. The paper shows briefly how the categories of penicillin, biotechnology and applied science can be analysed in this way. It suggests that historians apply such an approach to the historiography of such new categories as synthetic biology and that this might be useful to curators of such topics in museums.

Volume 15Issue 062016

Sep 21, 2016 Article

Using social network analysis to document science festival partnerships

by Christine Bevc , Denise Young , Karen Peterman

This study applies social network analysis to explore the role that one science festival has played in building the state's STEM learning ecosystem. It examines the breadth and extent of collaboration among STEM educators and their partners, reviewing past and present partnerships across 449 events during the 2015 festival. Three case studies provide in-depth illustrations of partnerships. These findings represent an important step towards (a) mapping a STEM learning ecosystem, and (b) trying to understand how a festival affects the ecosystem itself. Together, study results demonstrate how the festival has served to stimulate and foster STEM partnerships.

Volume 15Issue 052016

Jun 22, 2016 Commentary

"Bird of another feather": re-envisioning professional development for museum learning experts

by Maria Xanthoudaki

The article draws on the case study of the European In-service training course ‘School and Science Museum: Cooperation for Improving Teaching, Learning and Discovering’ aiming to offer insights into the training of educators in museums. It discusses training and contributes suggestions in the context of the contemporary museum context as well as approaches to visitors' learning.

Volume 15Issue 042016

Jun 22, 2016 Commentary

Developing narrative exhibitions and science centres. Training needs of exhibition designers

by Peter Higgins

In respect of the different modes of science communication including journalism, radio, online, I would propose that the process of making exhibitions and centres dedicated to science & technology is one of the hardest creative typologies. It also provides a very different type of engagement to other modes, in that it works in real time and space with real tangible objects and responsive media. The power of the real is also extended through the direct and collective involvement of people, providing a refreshing antidote to the potential alienating nature of social media and the ever-growing obsession with the virtual. In this paper I will discuss the skills required by a designer in order to solve the challenges contained within the client brief (the project document provided by the client), and therefore the skills a proper exhibition designer training programme should deliver.

Volume 15Issue 042016

May 10, 2016 Article

Learning at the Science Museum. A study on the public's experiences with different types of visit at the Museo Nazionale della Scienza e della Tecnologia "Leonardo da Vinci" in Milan, Italy

by Matteo Villa

This study aims to investigate whether different types of museum visits have specific ways to influence the visitors' experience and learning. Three types of museum visits as offered by the Museo della Scienza e della Tecnologia "Leonardo da Vinci" in Milan, Italy were taken into consideration: free tour, guided tour, and lab. The study involved visitors over 25 years of age. The way visits took place, the visitors' learning and experiences were investigated based on evidence collected using methods such as Personal Meaning Mapping and observation. Our study has revealed that the outcomes of the visits vary in terms of visitor experience and depth of knowledge on the main subject. No significant differences were found as concerns the level of attention (visitors proved to be attentive while at the museum regardless of the type of visit).

Volume 15Issue 042016

Apr 20, 2016 Article

Motivations, learning and creativity in online citizen science

by Charlene Jennett , Laure Kloetzer , Daniel Schneider , Ioanna Iacovides , Anna Cox , Margaret Gold , Brian Fuchs , Alexandra Eveleigh , Kathleen Mathieu , Zoya Ajani , Yasmin Talsi

Online citizen science projects have demonstrated their usefulness for research, however little is known about the potential benefits for volunteers. We conducted 39 interviews (28 volunteers, 11 researchers) to gain a greater understanding of volunteers' motivations, learning and creativity (MLC). In our MLC model we explain that participating and progressing in a project community provides volunteers with many indirect opportunities for learning and creativity. The more aspects that volunteers are involved in, the more likely they are to sustain their participation in the project. These results have implications for the design and management of online citizen science projects. It is important to provide users with tools to communicate in order to supporting social learning, community building and sharing.

Volume 15Issue 032016Special Issue: Citizen Science, Part II, 2016 (PCST Stories / 2)

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Collection: Volume 15Issue 012016Special Issue: Citizen Science, Part I, 2016 (PCST Stories / 1)

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