Factors Influencing Postsecondary STEM Students’ Views of the Public Communication of an Emergent Technology: a Cross-National Study from Five Universities

Abstract

Recent efforts in the science education community have highlighted the need to integrate research and theory from science communication research into more general science education scholarship. These synthesized research perspectives are relatively novel, but serve an important need to better understand the impact that the advent of rapidly emerging technologies have upon a new generation of scientists and engineers as well as their formal communication with engaged citizenry. This cross-national study examined postsecondary science and engineering students' (n = 254 from five countries: Austria, Finland, France, Israel, United States) perspectives on the role of science communication in their own formal science and engineering education. More broadly, we examined participants' understanding of their perceived responsibilities of communicating science and engineering to the general public when an issue contains complex social and ethical implications (SEI). The study is contextualized in the emergent technology of nanotechnology for which SEI are of particular concern and for which the general public often perceives conflicting risks and benefits. Findings indicate that student participants' hold similar views on the need for their own training in communication as future scientists and engineers. When asked about the role that ethics and risk perception plays in research, development, and public communication of nanotechnology, participants demonstrate similar trajectories of perspectives but that are often anchored in very Title Page with All Author Information INTERNATIONAL PERSPECTIVES ON SCIENCE COMMUNICATION 2 different levels of beginning concern. Results are discussed in the context of considerations for science communication training with in formal science education curricula globally.

Scientists’ Perceptions on the Nature of Nanoscience and Its Public Communication

“…Another interesting finding is that while the risks of NST are not a central topic in the daily work of the researchers, they still are inclined to address risks in public communication because of the perceived importance of risks. Generally, researchers are untrained or uncertain in risk communication (Gardner et al, 2017), but in the present research, the researchers were at least very keen on communicating risks associated with NST. The results call for added emphasis on risk communication in researcher training.…”

Contribution of Training to Scientists’ Public Engagement Intentions: A Test of Indirect Relationships Using Parallel Multiple Mediation

“…Some studies suggest that scientists generally have positive attitudes toward science communication training programs (Besley et al, 2015; Besley & Nisbet, 2013; Besley & Tanner, 2011; McCann et al, 2015). A recent multinational study investigating scientist students’ perspectives on science communication’s role in their education found contrasting views; students from some countries (Austria, Finland, France) regarded science communication training as important to their education, whereas students from other countries (Israel, the United States) did not (Gardner et al, 2017). Scientists may also sometimes view participating in science communication activities as too time consuming (Pearson et al, 1997).…”

Emerging Technologies (ETs) in Education: A Systematic Review of the Literature Published between 2006 and 2016

“…For instance, the study by Partido et al, [44] which teaches the use of the dental endoscope and Flynn and Katz [45] who design courses in disciplinary areas so that students learn to use ETs. In a smaller amount of studies appear the ones which use used disciplinary ETs, for example the use of the synthetic chemistry or the use of laboratories based on cyber-physical systems within the educative context; a disciplinary TE is developed (e.g., [46]); strategies are designed for teacher training in the use of disciplinary ETs in the classroom (e.g., [47]); the perceptions of different actors on the disciplinary TEs (e.g., [48]) are determined and describe the advantages, disadvantages, strengths or weaknesses of disciplinary ETs. Research methodology: From 288 studies, only 37.5% (108) used a quantitative, qualitative or mixed research methodology, as presented in figure 3.…”

“…ETs generate a degree of uncertainty regarding their use (e.g., [48]), this feature is generally associated with failure to incorporate ETs into the classroom, by not being sure if its use will effectively improve educational processes. Also ETs are complex (e.g., [60]) because of a process of constant reflection on the advantages of using them in a particular context.…”