Reimagining public science education: the role of lifelong free-choice learning

Falk, John H.; Dierking, Lynn D.

doi:10.1186/s43031-019-0013-x

Cited by 22 publications

(17 citation statements)

References 25 publications

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“…Through field trips and guest lecturers, students can be exposed to a multitude of media through which the general public accesses and digests scientific information. Falk and Dierking (2019) speak to the potential of learning context to support learning in their article "Reimagining public science education: the role of lifelong free-choice learning." "Collectively, these resources form a complex ecosystem of science learning resources and opportunities (cf., Falk et al, 2015;National Research Council, 2015).…”

Section: Action Area #3: Bridge the Gap Between Formal And Informal Resourcesmentioning

confidence: 99%

Change the medium, change the message: creativity is key to battle misinformation

Benjamin

McLean

2022

Advances in Physiology Education

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Marshall McLuhan's groundbreaking work regarding the role of context and medium in communication is very relevant today. By limiting the medium of science communication to dense, jargon-rich academic journals, we restrict the impact of discovery to the scientific community. We are also allowing the propagation of misinformation, as the non-expert is forced to resource unreliable media to answer their scientific queries. To compete with pseudoscience, we need to improve science literacy and make science accessible through the same media on which pseudoscience thrives. As scientists and educators, we believe it is our responsibility to reconceptualize science literacy as a life-long process and take greater accountability over the future of science communication. We hypothesize that increasing the accessibility of scientific literature to the public through adopting mainstream media forms and increasing access to informal science education (ISE) opportunities will decrease the proliferation of pseudoscience. To accomplish this, we propose eight recommendations housed under three action areas: (1) Modify undergraduate science education by increasing opportunities for informal science communication, (2) Increase accessibility to informal science education, (3) Bridge the gap between formal and informal science learning opportunities.

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Section: Action Area #3: Bridge the Gap Between Formal And Informal Resourcesmentioning

confidence: 99%

Change the medium, change the message: creativity is key to battle misinformation

Benjamin

McLean

2022

Advances in Physiology Education

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“…Alternatively, more and more universities are adopting an interdisciplinary approach, where students explore each topic simultaneously from the point of view of several academic subjects, including those focused on the study of the society's needs. At the same time, it is necessary to provide students with the opportunity to choose which subjects they want to study and in which way [43]. Thus, students get the opportunity to individually make progress, choosing the subjects that they want to study and the degree of immersion in each of them.…”

Section: Usr Developmental Factorsmentioning

confidence: 99%

University Social Responsibility during the COVID-19 Pandemic: Universities’ Case in the BRICS Countries

et al. 2021

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University social responsibility (USR) is an important assessment criterion of the QS Stars. In the context of the COVID-19 pandemic, the social orientation of universities as intellectual leaders in the development of society gains particular importance. The research purpose is to analyze the impact of the COVID-19 pandemic on the university activity directions in the framework of strategies (USR). An empirical assessment of the level and complementary factors of USR in the BRICS countries (Brazil, Russia, India, China, and South Africa) was conducted, using the method of integral and expert assessment. Grounded on scoring according to the principal component analysis, the structure of the factors of the USR development in the BRICS countries was determined. Multifactor regression modeling allowed substantiating the priority of factors stimulating the development of USR in the BRICS countries in modern conditions and arguing the main barriers to introducing the concept of social responsibility into university activities and expanding the stakeholders’ circle in it. The research results showed that the university management creativity, effective communication with the public and stakeholders, the quality of the educational process and the development of scientific activities stimulate USR development in the BRICS countries and should be used as the basis for the strategic planning of activities in the context of the continuing COVID-19 pandemic. Conceptual trends in the USR development can be useful for universities in the studied countries when adapting strategic development plans regarding the social needs of modern society.

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“…It fosters a space that encourages questions, discussions, and actions around important societal issues, such as the case with climate change (Galafassi et al, 2018). Art can help facilitate storytelling, knowledge exchange and communication which is deeply needed for adults who spend most of their life outside the formal learning environment (Falk and Dierking, 2019). While the art and science culture (in terms of initiatives, programs, and experiences) in Canada has not advanced as far as that of the United States, United Kingdom, Europe, or Australia, the movement is steadily growing and supporting a space for science-art partnerships and experiences (Zaelzer, 2020).…”

Section: Introductionmentioning

confidence: 99%

Evaluating the Impact of a Comprehensive Canadian Science-Art Residency Program on the Participating Scientist, Artist and the Public

Lau¹,

Barriault

Krolik³

2022

Front. Educ.

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Science-art residencies can provide opportunities for insightful cross-disciplinary collaborations, science communication, and engagement with the general public. Currently, there are few formal ways for artists and scientists to collaborate in Canada, and even fewer publications on how these experiences can impact learning in informal settings. Art the Science (a Canadian non-profit organization facilitating cross-disciplinary relationships between artists and scientists) piloted a comprehensive multiphase science-art residency program. Phase 1 informed the artist’s work through a full-time experience in a scientific laboratory at an academic institution, Phase 2 showcased the artist’s final artwork, Between the Sand at an off-campus local community event, and Phase 3 published an interactive online version of the work for global exhibition. Residency evaluation in each phase was conducted through the use of qualitative and quantitative methods, including interviews, concept mapping, video diaries, and surveys. The artist, scientist and lab members gained new perspectives and inspiration about their respective fields. The artist was able to incorporate theories and processes from the research group into their artistic practice. On the other hand, the scientist saw renewed enthusiasm and curiosity within their research lab, and the lab members reported new ways of thinking about how to communicate their research. Both exhibitions proved to be engaging informal learning experiences for 66.2% of survey participants, and revealed several major learning themes. Despite promoting both events as artwork exhibitions, 79.2% of survey participants considered Between the Sand as both an artwork and a science communication product suggesting that science-based art may have the potential to communicate science, even when it is not presented as a science communication effort. Public responses revealed that public perception of funding is not skewed to either discipline and instead seems to call upon both science and arts grants to fund such interdisciplinary initiatives. Providing comprehensive artist residencies in science labs may have a valuable impact on everyone involved: the artist, the research group, and the public.

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Reimagining public science education: the role of lifelong free-choice learning

Cited by 22 publications

References 25 publications

Change the medium, change the message: creativity is key to battle misinformation

Change the medium, change the message: creativity is key to battle misinformation

University Social Responsibility during the COVID-19 Pandemic: Universities’ Case in the BRICS Countries

Evaluating the Impact of a Comprehensive Canadian Science-Art Residency Program on the Participating Scientist, Artist and the Public

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