Public Participation and Scientific Citizenship in the Science Museum in London: Visitors’ Perceptions of the Museum as a Broker

Bandelli, Andrea; Konijn, Elly A.

doi:10.1080/10645578.2015.1079089

Cited by 17 publications

(22 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Through these exhibitions, students felt more competent in (1) informing other citizens about the socio-scientific issue they have investigated, (2) engaging them in discussion on the necessary conditions to assure responsible research and innovation practices in those areas, and even (3) challenging them to participate in collective action aimed at promoting those responsible practices. This way, the IRRESISTIBLE student-curated exhibitions constituted an opportunity for students to participate in (and to instigate) community action on socio-scientific issues -a major characteristic of exhibitions on controversial issues [16,22,[24][25][26][27] and a major dimension of scientific literacy [11,12,18,37,50,51].…”

Section: Discussionmentioning

confidence: 99%

“…Their emphasis in the understanding of complex issues and in decision-making competences require exhibitions questioning the social, economic, political and ethical impacts of scientific and technological proposals in visitors' daily life and presenting the opinions of different social stakeholders regarding those issues [23]. Visitors are invited to engage actively in the development of their own critical perspectives and challenged to participate in collective action [16,22,[24][25][26][27]. This type of exhibition doesn't provide correct answers; it raises questions, in-depth discussion and critical thinking [16,25,27,28].…”

mentioning

confidence: 99%

See 1 more Smart Citation

The Impact of Student-Curated Exhibitions about Socio-Scientific Issues on Students’ Perceptions regarding their Competences and the Science Classes

Reis¹,

Tinoca²,

Baptista³

et al. 2020

Preprint

View full text Add to dashboard Cite

The IRRESISTIBLE Project (FP7, Grant 612367) had the aim of involving teachers, students and the public in the discussion on Responsible Research and Innovation (RRI), promoting both the construction of knowledge on cutting-edge (and controversial) research topics and the discussion about the criteria that these research/innovation processes should respect in order to be considered as responsible. These criteria also represent a strong contribution to a more sustainable future for all. This quantitative research evaluates the impact of IRRESISTIBLE's student-curated exhibitions -about the RRI dimensions of cutting-edge research topics (socio-scientific issues) -on students' perceptions regarding their scientific competences and the science classes. A pre and postquestionnaire was developed, validated and applied to students from 10 countries. The overall results of the statistical analysis indicate that students improved their perceptions regarding their competences for developing exhibitions in science classes as a way of creating awareness on topics relating science-technology-society. This activity reinforced students' perceptions that in science classes they: a) discuss current issues and how they impact their lives; b) develop socially and relevant projects; and c) learn how to influence other citizens' decisions about social issues related to science, technology and environment with the aim of assuring a more sustainable future.research topic, to raise their awareness to RRI and to obtain the necessary knowledge for the development of an interactive scientific exposition on that topic (an extra E -Exchange -added by the IRRESISTIBLE project to the 5E model [4].Reflection on the RRI dimensions of each cutting-edge research topic was guided by the aspects defined by Hilary Sutcliffe in her report on Responsible Research and Innovation [5]: a) Engagement -joint participation of researchers, industry and civil society in the research and innovation process; b) Gender equality -equal involvement of both men and women; c) Science education -creative education to foster the future needs of society; d) Ethics -the necessity of respecting fundamental rights and the highest ethical standards; e) Open access -assuring free online access to the results of publicly funded research; f) Governance -the responsibility of policy makers to develop harmonious models for RRI. Several of these aspects represent a strong contribution not only to RRI but also to a better and more sustainable future for all, addressing some of the Sustainable Development Goals proposed by the 2030 Agenda for Sustainable Development [6,7]: Goal 4 -Quality education as a requirement to equip citizens with the tools required to develop and to discuss innovative solutions to the world's greatest problems; Goal 5 -Gender equality as a fundamental human right assuring women and girls participation in all levels of society; Goal 9 -Technology and innovation, orientated by responsibility, are the foundation of development; Goal 13 -Climate action requires...

show abstract

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

The Impact of Student-Curated Exhibitions about Socio-Scientific Issues on Students’ Perceptions regarding their Competences and the Science Classes

Reis¹,

Tinoca²,

Baptista³

et al. 2020

Preprint

View full text Add to dashboard Cite

show abstract

“…Although some science museums will continue to inform visitors on science and technology, others might also be willing to play a role in RRI [Bandelli and Konijn, 2015]. In case the latter role is chosen, our study showed that science museums should take the following design elements into account in addition to the usual focus on hands-on, interactive exhibits [e.g.…”

Section: Towards Exhibits For Rri Reflectionmentioning

confidence: 99%

“…Although scholars consider that science museums have a potential role in supporting reflection on R&I [e.g. Bandelli and Konijn, 2015;Bandelli, Konijn and Willems, 2009;Delicado, 2009;Skydsgaard, Møller Andersen and King, 2016;Stocklmayer, 2005;Yaneva, Rabesandratana and Greiner, 2009], only a few have investigated exhibition designs that aim to train visitors in R&I frame reflection. In 1992, Macdonald and Silverstone analysed an exhibit displaying scientific controversy related to food R&I.…”

mentioning

confidence: 99%

See 1 more Smart Citation

RRI & science museums; prototyping an exhibit for reflection on emerging and potentially controversial research and innovation

Meij¹,

Broerse²,

Kupper³

2017

JCOM

View full text Add to dashboard Cite

To unravel how science museums can prepare citizens for reflection on research and innovation, this study evaluates a playful exhibit prototype, Opinion Lab (OL). The OL made children and parents reflect on synthetic biology (SB), supported by conversation exercises, citizen-narratives, and futuristic scenarios. We analysed 26 OL test sessions performed in NEMO science museum Amsterdam. The prototype appeared to support participants in opinion forming, counter-argument incorporation and extrapolation. Also, reflection on deeper questions such as `what is nature?' evoked understanding for alternative viewpoints. These findings show that playful exhibits, like the OL, potentially facilitate dialogue in science museums very well.

show abstract

Social participation in science museums: A concept under construction

de Oliveira,

Bizerra

2023

Science Education

View full text Add to dashboard Cite

The term social participation is widely used and has various meanings in different contexts. This article aims to enhance the understanding of social participation in science museums. The research was conducted using a cultural‐historical perspective in six steps: (1) survey to identify the meanings attributed to the term social participation and actions considered participatory in Brazilian science museums; (2) content analysis with coding; (3) literature review on social participation meanings; (4) analysis and revision of categories; (5) survey for educators from Brazilian science museums to validate the dimensions emerged in the first survey; (6) final analysis: synthesis of the dimensions of social participation and proposal of a model. As a result, we recognized five dimensions that contribute to the concept of social participation in science museums: “access”—removing barriers to participation that promote social exclusion; “identity and diversity”—creating a multicultural space that examines and redefines oppressive and unequal relationships; “co‐creation and authorship”—fostering different forms of collaboration with audiences; “interaction and dialogue”—expanding opportunities for interaction with exhibitions; “exercise of citizenship”—empowering the audiences to participate in social change. Although these dimensions provide insights into social participation in science museums, limitations exist. These dimensions can contribute to developing museum practices that dialogue with communities and strengthen social participation in science museums.

show abstract

Public Participation and Scientific Citizenship in the Science Museum in London: Visitors’ Perceptions of the Museum as a Broker

Cited by 17 publications

References 28 publications

The Impact of Student-Curated Exhibitions about Socio-Scientific Issues on Students’ Perceptions regarding their Competences and the Science Classes

The Impact of Student-Curated Exhibitions about Socio-Scientific Issues on Students’ Perceptions regarding their Competences and the Science Classes

RRI & science museums; prototyping an exhibit for reflection on emerging and potentially controversial research and innovation

Social participation in science museums: A concept under construction

Contact Info

Product

Resources

About