Communication: Spontaneous scientists

One size does not fit all: gender implications for the design of outcomes, evaluation and assessment of science communication programs

“…and deepens our understanding of human motivation and behaviour" [Toivanen, Komulainen and Ruismäki, 2011, p. 63]. It also helps participants fully engage in the moment and develop an authentic and personal connection with their audience [Bernstein, 2014].…”

“…Improvisation facilitates participants to be in the moment, and to be mentally, emotionally, and physically engaged in listening and responding to their audience. The core tenets of improvisation, developed from Spolin's work in the 1920s, involve the principals of 'Yes, and' and 'Making your partner look good': saying yes to the situation presented to you, listening, paying deep attention to and supporting your partner [Bernstein, 2014;Rossing and Hoffmann-Longtin, 2016]. These involve the building of empathetic relationships and a shift in your focus from yourself to audience [Kaplan-Liss et al, 2018;Bernstein, 2014].…”

“…The core tenets of improvisation, developed from Spolin's work in the 1920s, involve the principals of 'Yes, and' and 'Making your partner look good': saying yes to the situation presented to you, listening, paying deep attention to and supporting your partner [Bernstein, 2014;Rossing and Hoffmann-Longtin, 2016]. These involve the building of empathetic relationships and a shift in your focus from yourself to audience [Kaplan-Liss et al, 2018;Bernstein, 2014]. Given the identified importance of listening [Baram-Tsabari and Lewenstein, 2017] and audience focus [Evia et al, 2017;Besley and Tanner, 2011;Bray, France and Gilbert, 2012] as key component skills of effective science communication, this study aims to explore the impact of workshops which attempt to develop those skills via theatre improvisation games.…”

“…In 2011, pharmacy students evaluated the use of improvisation games used to develop listening skills, yielding mixed reactions, but results were such that improv activities were going to be included in future relevant lectures [Guiguis, 2011]. Other published materials about improvisation tools to develop communication skills either describe particular exercises [Aurbach et al, 2018], explore ways to include science communication training in university programs [Kuehne et al, 2014;Rossing and Hoffmann-Longtin, 2016] or are pieces in news and popular writing describing improvisation and why scientists are finding it useful [Bernstein, 2014;Chang, 2015;Nason, 2018]. The impact and effectiveness of science communication on scientists, and what that impact might be beyond the acquisition of communication skills, is largely underexplored.…”

Improving teenagers’ divergent thinking with improvisational theatre

“…In this context, the success of improvisational theatre (improv), supposed to enhance creativity (Bermant, 2013), spreads into various areas beyond theatre (i.e. applied improvisation): medical doctors, psychologists, teachers, students, managers, negotiators and scientists attend improv workshops (Bermant, 2013;Bernstein, 2014;Hainselin, Quillico, & Parking, 2017;Hoffmann-Longtin, Rossing, & Weinstein, 2017). The effects of improv on creativity, claimed This is a provisional file, not the final typeset article Improv(e) teenagers divergent thinking by improv teacher, have not yet been studied extensively in cognitive sciences.…”