Filter by keyword: Informal learning

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63 publications found

Feb 11, 2026 Editorial

Editorial | Science Communication pursing the “unexpected places”

by Fabio Ribeiro, Sónia Silva and Thaiane Oliveira

Space is also communication. Widely regarded as an urban and daily space philosopher, Henri Lefebvre (1974) argued that space, as a physical dimension, is a shared platform to induce ower and lifestyle options, through a general social agreement. As such, Lefebreve proposed three perspectives: 1) conceived space (planned, technical, institutional); 2) perceived space (deeply rooted in daily practices); 3) living spaces (associated with symbolic and sentimental experiences). Years later, Michel de Certeau’s (1980) proposition of space as a “stable order”, “planned” and practice-oriented was then also studied by Marc Augé (1992), suggesting the concept of “non-places”, defined as the total absence of identity, relationships and historical meaning. Airports, shopping centres, hotels, walking circuits, just to name a few, were the symbol of such a lack of interaction, guided by visual and informative signs. Circulation, income and consumption are the key figures of these “non-spaces”.

Volume 25 • Issue 2 • 2026 • Science communication in Unexpected Places (Unexpected places)

Feb 11, 2026 Article

Back for the future: public engagement with climate science through a multimodal STEM escape room

by Amanda Jane Mathieson, Edward Duca and Joseph Roche

Research has explored escape rooms for their education potential but there is a notable lack of literature in the public engagement context. This paper illustrates findings from three editions of Back for the Future, a climate-themed STEM escape room delivered both online and in person, with and without COVID-19 restrictions. We demonstrate that escape rooms can engage those who normally do not seek out science in an enjoyable experience that may foster future engagement. Players become immersed in the game environment, losing track of time and can succeed in the activity regardless of their science background. We also propose that self-determination theory, science capital and flow are beneficial concepts for designing games that enhance engagement for a variety of audience groups. Finally, we hope to provide useful and generalisable recommendations for delivering impactful STEM escape rooms in unexpected places (and perhaps with unexpected limitations).

Volume 25 • Issue 2 • 2026 • Science communication in Unexpected Places (Unexpected places)

Feb 11, 2026 Practice Insight

Exploring science with children from under-represented groups through shared interests: Insights from a decade of practice

by Laura Hobbs, Sarah Behenna, Carly Stevens and Calum Hartley

Through a series of projects dating back to 2015, the Science Hunters programme has delivered eight ‘Minecraft Clubs’ to engage children with Special Educational Needs, care-experienced children, and children in low socioeconomic status areas with science, technology, engineering, and maths. Science concepts are used as themes to build around, rather than the key focus of the activity, which is communal gameplay and having fun. Delivery has been developed through reflective practice, insights from which are drawn upon to extract key takeaways for engaging children with science outside of traditional settings through community-based activities and existing interests. These include drawing on the experiences of those with relevant backgrounds in design and delivery approaches, embedding STEM content rather than making it a primary feature of the activity, seeking and incorporating participants’ input, and having alternative approaches and resources available to facilitate accommodation of different needs and circumstances.

Volume 25 • Issue 2 • 2026 • Science communication in Unexpected Places (Unexpected places)

Jan 28, 2026 Practice Insight

Translating research into play: design insights for evidence-based science games in museum settings

by Lisa Bailey, Daniel Lawrance, Allan James, Sarah Azad, Kristin Alford and Brooke Ferguson

Digital games in museums face the challenge of translating complex scientific concepts into engaging experiences that facilitate both individual learning and peer discussion. This practice insight examines Symbiosville, a touchscreen learning game designed using an event $\rightarrow$ choice $\rightarrow$ consequence pedagogical model to increase visitor understanding of the human microbiome's role in health. Through visitor observations and survey data, this case study demonstrates how evidence-based game mechanics can effectively communicate microbiome science, with players successfully understanding relationships between personal choices and microbiome health. However, the study revealed limitations in encouraging peer-to-peer learning in museum environments, where individual screen-based interactions can inhibit social engagement despite networked game features. The analysis identifies key design considerations for science communication practitioners developing digital learning games for informal settings, including the tension between personalised experiences and collaborative learning.

Nov 10, 2025 Editorial

Editorial for the special issue on emotions in science communication

by Luisa Massarani, Neta Shaby and Daniel Silva Luna

While substantial research has focused on emotions within classroom activities such as class attendance, studying, and test-taking, less attention has been paid to emotional experience in informal science settings such as media, museums, and public science events. Despite their significant role, emotions are under-theorised and under-researched in science communication. However, there is a growing interest among researchers and practitioners in understanding their role in the public communication of science and leveraging these insights for more effective science communication. This context lead us to propose and organise this Special Issue on Emotions in Science Communication, comprising six manuscripts as detailed in this editorial.

Volume 24 • Issue 06 • 2025 • Emotions and Science Communication (Emotions and Science Communication)

Nov 10, 2025 Article

Wonder and Disappointment observing the sky: How emotions shape astronomy communication interactions

by Joana B. V. Marques and Andrew P. Carlin

Emotions are key features of observations of the sky, yet studies exploring the characteristics of emotions in these activities remain scarce. In this article we analyse the emotions present in a video corpus of 13 hours of sky observations. These observations were recorded and analysed using a naturalistic approach that provides evidence about their structure and the role of emotions as they happen, in context. Although common throughout our data, emotions are complex and varied. We characterize their form, placement, evocation and role in the interaction. Moreover, findings highlight the collaborative nature and centrality of the sharing of emotions in the interaction and the presence of expressions of intimacy, authenticity, contemplation, reflection, and curiosity in these emotional moments. The identification of diverse emotional interactions and the discussion of their importance to astronomy communication contributes to the literature on emotions, the training of guides, and the evaluation of these activities.

Volume 24 • Issue 06 • 2025 • Emotions and Science Communication (Emotions and Science Communication)

Jun 17, 2025 Article

Examining science capital of adult audience members at public science events

by Jefferson Ross Ramsey

Visitors to public science events (PSEs) often report gains in scientific knowledge, improved attitudes toward science, and a greater awareness of science in everyday life (Jensen & Buckley, 2012; Adhikari et al., 2019; Boyette & Ramsey, 2019). However, these visitors disproportionately come from white, well-educated backgrounds (Bultitude, 2014; Kennedy et al., 2018; Adhikari et al., 2019; Nielsen et al., 2019). This paper utilizes a science capital framework to analyze the differential patterns of participation among PSE audiences. Quantitative analysis approaches are used to explore the kinds of science capital that visitors bring to PSEs, how the science capital of audiences differs between events, and how science capital might predict future participation in PSEs. Results reveal that PSE visitors typically have high pre-existing levels of science capital and that those with high levels of science capital are more likely to express interest in attending future PSEs. Directions for future research and practice are discussed.

Volume 24 • Issue 03 • 2025

May 13, 2025 Practice Insight

Decide your Print, a workshop to foster systemic thinking about sustainability issues

by Monia Torre, Lucio Pisacane, Serena Tagliacozzo and Cloe Mirenda

The workshop “Decide your Print” engages high school students outside of classroom settings, with sustainability challenges, focusing on fast fashion’s socio-technical systems. Using collaborative decision-making and systemic analysis, the activity fosters understanding of sustainability’s interrelated dimensions — socio-ecological, technological, political, economic. Combining dialogue, evidence-based education and participatory approaches, it promotes critical thinking and actionable solutions. Conducted at the 2023 Genoa Science Festival in Italy, the workshop aimed to empower participants to propose multi-level strategies, showcasing the potential of informal education to address sustainability through interdisciplinary learning and systemic reasoning.

Volume 24 • Issue 03 • 2025

Oct 21, 2024 Practice Insight

Public perceptions of ocean science as insight into discovery science

by Shu-Min Janet Tsai, T.Y. Branch and Shawn Rowe

This article examines the complex relationship between humans and the ocean, focusing on public perceptions and the role of discovery in ocean science. For this, we use the term ‘discovery’ in two ways: publics ‘discovering’ ocean science and ‘discovery’ as the epistemic foundation of ocean science. Through textual analysis, we show how scientific discovery is intertwined with exploration in national-level ocean literacy policy documents. We then denote a practical and methodological distinction between discovery and basic science in ocean science. To link this back to ocean literacy, we employ Free-Choice Learning examples situated in the U.S. and Taiwan that adopt Personal Meaning Mapping to highlight how adolescents ‘discover’ the ocean and recognize the prevalence of discovery in ocean science. We conclude that although discovery is essential to ocean science, it is inseparable from a legacy of harm (i.e., exploitation, colonialism, and environmental degradation) which makes it — and other discovery sciences — an ongoing challenge to communicate.

Volume 23 • Issue 07 • 2024 • Special Issue: Communicating Discovery Science (Discovery Science)

Oct 09, 2024 Article

How to make sense of generative AI as a science communication researcher? A conceptual framework in the context of critical engagement with scientific information

by Inbal Klein-Avraham, Esther Greussing, Monika Taddicken, Shakked Dabran-Zivan, Evelyn Jonas and Ayelet Baram-Tsabari

A guiding theory for a continuous and cohesive discussion regarding generative artificial intelligence (GenAI) in science communication is still unavailable. Here, we propose a framework for characterizing, evaluating, and comparing AI-based information technologies in the context of critical engagement with scientific information in online environments. Hierarchically constructed, the framework observes technological properties, user experience, content presentation, and the context in which the technology is being used. Understandable and applicable for non-experts in AI systems, the framework affords a holistic yet practical assessment of various AI-based information technologies, providing both a reflection aid and a conceptual baseline for scholarly references.

Volume 23 • Issue 06 • 2024