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Sep 22, 2014 Article

Science blogging: an exploratory study of motives, styles, and audience reactions

This paper presents results from three studies on science blogging, the use of blogs for science communication. A survey addresses the views and motives of science bloggers, a first content analysis examines material published in science blogging platforms, while a second content analysis looks at reader responses to controversial issues covered in science blogs. Bloggers determine to a considerable degree which communicative function their blog can realize and how accessible it will be to non-experts Frequently readers are interested in adding their views to a post, a form of involvement which is in turn welcomed by the majority of bloggers.

Volume 13Issue 032014

Sep 22, 2014 Article

Films and Science: quantification and analysis of the use of Science Fiction films in scientific papers

by Luciano Guillermo Levin , Daniela De Filippo

The purpose of this study is to quantify the use of science fiction films in academic papers as well as to analyse the patterns of use of those films indexed in international databases, using the ISI Web of Science database. Twenty films were selected from recognised sources. Films referenced in the scientific literature were detected and, with quantitative methodologies, we classified their genres, the journals of publication and the disciplines they belong to. Finally, we performed a detailed study of each paper in which selected films were found, to observe and categorise specifically the ways such film references are used.

Volume 13Issue 032014

May 06, 2014 Commentary

Socially inclusive science communication

by Luisa Massarani , Matteo Merzagora

Social inclusion is an emerging preoccupation in the science communication field. The political value of science communication (e.g. in terms of empowerment) and the necessity to address all audiences has always been considered, but in recent times the participation agenda has enriched the rationale and methodologies of the communication of science: social inclusion is not only an issue of access to knowledge, but also of governance and co-production.

Reframing social exclusion from science communication: moving away from ‘barriers’ towards a more complex perspective

by Emily Dawson

Knowledge◦rooms — science communication in local, welcoming spaces to foster social inclusion

by Barbara Streicher, Kathrin Unterleitner and Heidrun Schulze

Science Centers. Which role can they play to participate in a city social reconstruction?

by Claudia Aguirre Rios

Straight into conflict zones, scientific research empowers the minds

by Leïla Perié, Livio Riboli-Sasco and Claire Ribrault

Volume 13Issue 022014

May 06, 2014 Commentary

Straight into conflict zones, scientific research empowers the minds

by Leïla Perié , Livio Riboli-Sasco , Claire Ribrault

Sharing scientific knowledge in conflict zones may not sound like a priority. Still science communicators can contribute to address social issues by inviting people to experience research practice, engaging them in scientific questioning and constructive dialog.

Volume 13Issue 022014

May 06, 2014 Editorial

Shared spaces: a future for JCOM

by Emma Weitkamp

As academic communities across the globe are increasingly encouraged to share their knowledge outside the ivory towers of academia, it becomes ever more important to create a bridge that crosses continents and disciplinary boundaries. Sitting, as it does, at the nexus between science communication practice and research, JCOM has a vital role to play as just such a knowledge sharing platform.

Volume 13Issue 022014

May 06, 2014 Commentary

Reframing social exclusion from science communication: moving away from ‘barriers’ towards a more complex perspective

by Emily Dawson

Science communication is an increasingly important field of activity, research and policy. It should not be assumed however, that science communication practices provide equitable and empowering opportunities for everyone. Social exclusion, inclusion and equity are key challenges for practitioners, researchers, policy makers and funders involved with science communication. In this commentary I reflect on the limitations of the ‘barriers approach to understanding social inclusion and exclusion from science communication and argue instead that a more complex perspective is needed. I conclude that placing equity at the heart of science communication is crucial for developing more inclusive science communication practices.

Volume 13Issue 022014

May 06, 2014 Commentary

Science Centers. Which role can they play to participate in a city social reconstruction?

by Claudia Aguirre Rios

Science centers are seen as places for communication of science very focused on the mise en scène of the content and methodologies of natural sciences. However, in the recent history, these institutions are transforming their role within education and transformation processes in the society they are engaged with. This communication presents a social project in Medellín, Colombia, that involves a vulnerable community, the local authorities of the city, academic institutions and NGO’s and a science center that is neighbor to this community.

Volume 13Issue 022014

May 06, 2014 Commentary

Knowledge◦rooms — science communication in local, welcoming spaces to foster social inclusion

by Barbara Streicher , Kathrin Unterleitner , Heidrun Schulze

Socially inclusive science communication has to take place where people spend most of their time — within their communities. The concept of knowledge◦rooms uses empty shops in socially disadvantaged urban areas for offering low-threshold, interactive science center activities. The commentary carves out essential features that contributed to the success of the pilot project. Most importantly, the knowledge◦rooms had to be welcoming and comfortable for visitors of various backgrounds. The spaces were easy to access, the initiators were seen as trustworthy actors by temporarily becoming part of the community and the offer was respectful of the time and knowledge of its users.

Volume 13Issue 022014

Apr 08, 2014 Article

Framing engagement: expert-youth interaction in a PES event

by Sampsa Saikkonen , Esa Valiverronen

Previous studies on public engagement with science have identified various difficulties in the encounters between experts and lay people. However, there is a scarcity of research investigating expert-youth interaction. In this paper we focus on the interactive framings of an informal PES event. Based on a case study involving a climate change panel discussion and a simultaneous online chat, both aimed at young people, we discuss the multiplicity of framing. Further, we look for “misbehaviours” which challenge the rationality and norms of the event. Our findings indicate that the frame of deliberative participation is very fragile.

Volume 13Issue 022014

Apr 02, 2014 Article

Narrative as a learning tool in science centers: potentials, possibilities and merits

by Mai Murmann , Lucy Avraamidou

In this theoretical paper we explore the use of narrative as a learning tool in informal science settings. Specifically, the purpose of this paper is to explore how narrative can be applied to exhibits in the context of science centers to scaffold visitors science learning. In exploring this idea, we analyze the theoretical, structural and epistemological properties of narrative. In the pages that follow, we first discuss the advantages and possibilities for learning that science centers offer alongside challenges and limitations. Next, we discuss the role of narrative in science, as a tool for supporting science learning. We then continue with an analysis of the structural and epistemological properties of narrative and discuss how those can serve to establish narrative as a learning tool.

Volume 13Issue 022014

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