Science communication during COVID-19:  when theory meets practice and best practices meet reality

Wirz, Christopher D.; Cate, Ashley; Bräuer, Markus; Brossard, Dominique; Brown, Lou; Chen, Kaiping; Ho, Pauline; Luter, D. Gavin; Madden, Haley; Schoenborn, Sara; Shaw, Bret R.; Sprinkel, Cory; Stanley, Don; Sumi, Gail

doi:10.22323/2.21030801

Cited by 7 publications

(2 citation statements)

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“…Relational strategies. Science communication practitioners are increasingly calling upon scientists and organizations to use community-based approaches involving a variety of stakeholders to address science communication challenges [36]. Public health community leaders, such as those who work in county public health departments, often engage in dialogic approaches to misinformation correction that emphasize relationship-building and listening to individual concerns during person-to-person conversations [20].…”

Section: Strategies To Correct Misinformationmentioning

confidence: 99%

Scientists’ deficit perception of the public impedes their behavioral intentions to correct misinformation

et al. 2023

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This paper investigates the relationship between scientists’ communication experience and attitudes towards misinformation and their intention to correct misinformation. Specifically, the study focuses on two correction strategies: source-based correction and relational approaches. Source-based approaches combatting misinformation prioritize sharing accurate information from trustworthy sources to encourage audiences to trust reliable information over false information. On the other hand, relational approaches give priority to developing relationships or promoting dialogue as a means of addressing misinformation. In this study, we surveyed 416 scientists from U.S. land-grant universities using a self-report questionnaire. We find that scientists’ engagement in science communication activities is positively related to their intention to correct misinformation using both strategies. Moreover, the scientists’ attitude towards misinformation mediates the relationship between engagement in communication activities and intention to correct misinformation. The study also finds that the deficit model perception–that is, the assumption that scientists only need to transmit scientific knowledge to an ignorant public in order to increase understanding and support for science–moderates the indirect effect of engagement in science communication activities on behavioral intention to correct misinformation using relational strategies through attitude towards misinformation. Thus, the deficit model perception is a barrier to engaging in relational strategies to correct misinformation. We suggest that addressing the deficit model perception and providing science communication training that promotes inclusive worldviews and relational approaches would increase scientists’ behavioral intentions to address misinformation. The study concludes that scientists should recognize their dual positionality as scientists and members of their community and engage in respectful conversations with community members about science.

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Section: Strategies To Correct Misinformationmentioning

confidence: 99%

Scientists’ deficit perception of the public impedes their behavioral intentions to correct misinformation

et al. 2023

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“…Ainda no contexto da pandemia de Covid-19, foi observado o uso comum de gráficos associados à expressão "achatar a curva", que não é natural para muitos, e constantemente necessitava ser explicada. Exemplos como esse durante o cenário da pandemia, chamaram a atenção para a importância da habilidade de comunicação dos cientistas, não apenas ao se dirigirem aos pares e às agências de fomento, mas também à população em geral e aos formuladores de políticas públicas (SOTÉRIO; WIRZ et al, 2022). Nisso, evidencia-se a complexidade associada ao entendimento da linguagem visual, a qual não pode ser simplesmente encarada de maneira naturalizada, automática e transparente.…”

Section: Introductionunclassified

Letramento gráfico associado à argumentação científica no ensino superior de Química

Lima

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In the information age, the significance of visual representations cannot be underestimated or considered trivial. Graphical literacy, encompassing knowledge and skills in interpreting visual representations of scientific objects and phenomena (referred to as inscriptions), plays a crucial role in this context. However, many students struggle with using and comprehending inscriptions, and they are seldom encouraged to engage in argumentative practices within science classes. The literature emphasizes the importance of incorporating authentic scientific practices into science education, which involve using inscriptions for rhetorical purposes. This promotes the association between graphical literacy and scientific argumentation, enhancing the critical use of inscriptions. This study aims to implement and analyze teaching activities that simultaneously foster graphical literacy and scientific argumentation through the resolution of interrupted case studies. Three case studies were created focusing on heavy metal contamination of water resources and its effects on human health, based on peer-reviewed articles. Due to the Covid-19 pandemic, the cases were implemented remotely in a scientific communication course offered to undergraduate chemistry students. The students worked in groups, delivering oral presentations to discuss the resolution of the cases. The quality of the oral arguments developed during these presentations was analyzed based on their epistemic status and lexical cohesion, employing theoretical and methodological frameworks proposed by Gregory Kelly and collaborators. Additionally, the IRaMuTeQ was utilized to facilitate the processing of these analyses. The analyzed oral arguments integrated conceptual understanding of the problem with empirical evidence obtained during the resolution of the case studies. The conclusions drawn were supported by information of various natures. The arguments also exhibited lexical cohesion, with propositions from different epistemic levels connected through the sharing of morphemes, forming a network of evidence to support the conclusions. The analysis of graphical literacy was conducted through interactional analysis, resulting in the formulation of ten claims pertaining to the skills of selecting, producing, and communicating with inscriptions. These claims were discussed in relation to studies conducted by Wolff-Michael Roth, Lilian Pozzer, and collaborators. The claims demonstrated the utilization of these skills in various situations during the oral presentations, including attributing a theme to the presentation, presenting the case studies' narratives, explaining concepts, presenting and comparing experimental procedures and sampling points, and discussing data for the case studies resolution. The results of this study provide valuable insights into critical aspects influencing the use of inscriptions for rhetorical purposes in multimodal scientific communication scenarios. Additionally, instructional recommendations are proposed for teaching chemistry and dev...

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Evidence of graphical literacy in students' oral presentations: An example from undergraduate chemistry education

Silva de Lima,

Pozzer,

Queiroz

2024

J Res Sci Teach

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In the context of scholarly and scientific discourse, students often have to deal with graphic‐visual modes of communication, which requires their ability to comprehend and utilize inscriptions, that is, scientific visual representations, to convey information effectively—what we call graphical literacy. Despite its pivotal role for training scientists and facilitating scientific communication, there is a lack of resources for assessing the graphical literacy of undergraduate students during oral presentations (OPs), a common assignment in post‐secondary educational contexts. This study addresses this gap by investigating the graphical literacy of first‐year chemistry undergraduate students by analyzing the inscriptions they used during multimodal OPs designed to display the resolution of a problem posed through interrupted case studies. Our results are presented as claims that highlight how students' engagement with inscriptions in OPs makes evident their graphical literacy. These findings have significant implications for educators, providing guidance for assessing graphical literacy and the effective use of inscriptions in OPs.

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Science communication during COVID-19: when theory meets practice and best practices meet reality

Cited by 7 publications

References 0 publications

Scientists’ deficit perception of the public impedes their behavioral intentions to correct misinformation

Scientists’ deficit perception of the public impedes their behavioral intentions to correct misinformation

Letramento gráfico associado à argumentação científica no ensino superior de Química

Evidence of graphical literacy in students' oral presentations: An example from undergraduate chemistry education

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