Science communication reconsidered

Bubela, Tania; Nisbet, Matthew C.; Borchelt, Rick; Brunger, Fern; Critchley, Christine; Einsiedel, Edna F.; Geller, Gail; Gupta, Anil; Hampel, Jürgen; Hyde-Lay, Robyn; Jandciu, Eric W.; Jones, Sally-Anne; Kolopack, Pam; Lane, Summer; Lougheed, Tim; Nerlich, Brigitte; Ogbogu, Ubaka; O’Riordan, Kate; Ouellette, C. A.; Spear, M.; Strauss, Stephen; Thavaratnam, Thushaanthini; Willemse, Lisa; Caulfield, Timothy

doi:10.1038/nbt0609-514

Cited by 377 publications

(322 citation statements)

References 35 publications

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“…Blogs are seen as part of this supposed new era of highly interactive Internet media based on usergenerated content. Blogs on science have been presented as a means to create new relations between scientists and lay publics and to support public and peer scrutiny of new developments in science, thus "fundamentally changing the nature of science communication" (Bubela et al 2010). In some commentaries, however, this view has also been tempered by awareness of the "dubious quality" of much of the information on science available on the web (ibid. )…”

Section: Discussionmentioning

confidence: 98%

Scientists’ Blogs: Glimpses Behind the Scenes

Trench

2011

Sociology of the Sciences Yearbook

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Section: Discussionmentioning

confidence: 98%

Scientists’ Blogs: Glimpses Behind the Scenes

Trench

2011

Sociology of the Sciences Yearbook

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“…Academics are frequently required to communicate their research to funding bodies. Since the Wolfendale committee [26], there has been an increasing drive to communicate research to the public and promote dialogue [5,27]. We believe that public engagement is of particular importance to complex systems research because of its relevance to a wide range of systems in nature, engineering and social sciences.…”

Section: Introductionmentioning

confidence: 99%

Tangible Networks: A Toolkit for Exploring Network Science

Knoop

Barter

Villafranca

et al. 2016

Proceedings of ECCS 2014

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General rightsThis document is made available in accordance with publisher policies. Please cite only the published version using the reference above. Full terms of use are available: http://www.bristol.ac.uk/pure/about/ebr-terms Abstract. We present Tangible Networks (TN), a novel electronic toolkit for communicating and explaining concepts and models in complexity sciences to a variety of audiences. TN is an interactive hands-on platform for visualising the real-time behaviour of mathematical and computational models on complex networks. Compared to models running on a computer, the physical interface encourages playful exploration. We discuss the design of the toolkit, the implementation of different mathematical models and how TN has been received to date.

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“…duration, repeated exposure); and (b) prior knowledge (Waldahl, 2007). Lower knowledge on a particular subject is associated with stronger framing effects (Bubela et al, 2009;Scheufele and Tewksbury, 2007).…”

mentioning

confidence: 99%

“…Less knowledge may render the individual more likely to depend on cognitive heuristics, emotions and values disseminated in the media frame (Bubela et al, 2009). …”

mentioning

confidence: 99%

Effects Of Education And Media Framing On Genetic Knowledge And Attitudes

Gallop¹,

Chapman²,

Selita³

et al. 2017

The European Proceedings of Social and Behavioural Sciences

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Genetic education is paramount to continued genetic advances, as well as for beneficial use of the outcomes of such advances. However, a large body of literature suggests that the public's genetic literacy remains inadequate. Previous research has found a positive relationship between educational level and genetic literacy. The current research explores this in 2 samples of UK students: school (A-Level) and undergraduates. A between groups ANOVA revealed a significant difference in genetic literacy scores between the educational levels. The current study further explored genetic literacy of Psychology undergraduates, as psychologists are likely to play a key role in the genomic era, for example contributing to genomic research and providing genetic counselling. Results revealed low genetic literacy in Psychology undergraduate students, highlighting the need for genetic education improvements. To this end, experimental manipulations were conducted to investigate the effects of media framing and feedback on views of genetic determinism and knowledge calibration. A between groups ANOVA showed no significant difference between high and low determinism media framing. The knowledge calibration findings suggested that participants were underconfident in their genetic knowledge. No correlation was found between knowledge and perceived knowledge (confidence) in the group of participants who received feedback. In contrast, a positive correlation between knowledge and confidence was found in the no-feedback condition. Future research is needed to build on these findings.

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Science communication reconsidered

Abstract: As new media proliferate and the public's trust and engagement in science are influenced by industry involvement in academic research, an interdisciplinary workshop provides some recommendations to enhance science communication.

Cited by 377 publications

References 35 publications

Scientists’ Blogs: Glimpses Behind the Scenes

Scientists’ Blogs: Glimpses Behind the Scenes

Tangible Networks: A Toolkit for Exploring Network Science

Effects Of Education And Media Framing On Genetic Knowledge And Attitudes

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