New Publications

06/08/2018

Science created by crowds: a case study of science crowdfunding in Japan

Yuko Ikkatai, Euan McKay and Hiromi M. Yokoyama

This paper provides a comparison of the more common research process involving public research funding with science crowdfunding. Authors suggest that science crowdfunding can be successfully used to generate “crowd-supported science” by means of this Crowd Community.

30/07/2018

A no-conflict approach to informal science education increases community science literacy and engagement

Emily Schoerning

The National Center for Science Education's Science Booster Club Program piloted a no-conflict approach to free, informal science activities focused on climate change or evolution. In the participating communities science literacy increased over time as did community engagement.

24/07/2018

Promised future and possible future: science communication and technology at World's Fairs and theme parks

Susana Herrera-Lima and Daniela Martin Segura

An analysis of how public discourses about desirable and achievable futures are addressed at World’s Fairs and scientific-technological theme parks, focusing on the 1939 New York World’s Fair and the EPCOT center in the U.S.

16/07/2018

Communicating with Coastal Decision-Makers and Environmental Educators via Sea Level Rise Decision-Support Tools

Denise DeLorme, Sonia Stephens, Scott Hagen and Matthew Bilskie

“This paper demonstrates how long-term dialogue between scientists and stakeholders can be facilitated by repeated stakeholder focus groups.” Focusing on a research project in the Gulf of Mexico, authors explore how dialogic processes lead to better science-based decision-support tools.

09/07/2018

The story is that there is no story: media framing of synthetic biology and its ethical implications in the New York Times (2005–2015)

Sara Giordano and Yi-Lin Chung

Authors examine the NY Times media coverage of synthetic biology, suggesting that the ambiguity in the way the topic is presented creates conditions in which there becomes no reason for the public at large to become involved.

02/07/2018

What do people know about climate change ― and how confident are they? On measurements and analyses of science related knowledge

Monika Taddicken, Anne Reif and Imke Hoppe

The measurement and analysis of people’s knowledge on scientific topics, such as climate change, is challenging for researchers. This paper highlights the necessity to incorporate theoretical concepts such as confidence or certainty in conjunction with the measurement of knowledge in survey studies.

25/06/2018

Public engagement in science via Web 2.0 technologies. Evaluation criteria validated using the Delphi Method

Lourdes Lopez and María Dolores Olvera-Lobo

The aim of this paper is the development of an evaluation tool (composed of 34 indicators structured into 6 interrelated criteria) scientifically validated by the Delphi method that permits the study of Internet usage and its effectiveness for encouraging public engagement in the scientific process.

20/06/2018

An inconvenient source? Attributes of science documentaries and their effects on information-related behavioral intentions

Sara K. Yeo, Andrew R. Binder, Michael F. Dahlstrom and Dominique Brossard

Science documentaries can influence individuals’ intention to engage in information-related behaviors. This study investigates how the use of different source types and communication settings within the same manipulated clip of a well-known documentary can impact viewers intentions to engage in exchanging information.

18/06/2018

Communicating data: interactive infographics, scientific data and credibility

Nan Li, Dominique Brossard, Dietram A. Scheufele, Paul H. Wilson and Kathleen M. Rose

How can data visualizations affect individuals’ perception of data credibility? An experiment with over 500 participants shows how different data visualizations related to the issue of nuclear fuel cycle can impact perceptions of data credibility, along with other elements such as source attribution.

11/06/2018

Speaking about science: a student-led training program improves graduate students' skills in public communication

Melissa D. Clarkson, Juliana Houghton, William Chen and Jessica Rohde

External assessments, self-assessments and survey data have demonstrated that the Engage course - a graduate-student-created and led program at the University of Washington for graduate students in scientific disciplines - has a positive effect on trainees’ skills in communicating with public audiences.

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