“Visual Science Literacy”

Bucchi, Massimiano; Saracino, Barbara

doi:10.1177/1075547016677833

Cited by 47 publications

(21 citation statements)

References 13 publications

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“…The second main contribution of this study is to suggest that learning to make scientific observations may further children's literacy. In astronomy and in other areas, taking observational and visual literacy seriously is valuable in building a solid foundation for scientific literacy [Kress, 2003;Bucchi and Saracino, 2016]. Images are strong supports in representations and conceptions of science, especially for the younger, so they deserve a special attention, which does not always happen.…”

Section: Discussionmentioning

confidence: 99%

“…In this sense, science literacy is multidimensional as it involves "language, physical gestures, mathematical symbols, and visual adjuncts" [Yore, Bisanz and Hand, 2003, p. 716] and is related to other fields of study [Hand, Lawrence and Yore, 1999]. The increasing use of images (drawings, diagrams, photographs, film) in science practices and in science communication processes reinforces the importance of the visual component in science literacy [Bucchi and Saracino, 2016;Kress, 2003], namely for assessment practices.…”

Section: Science Literacy and Engagement With Sciencementioning

confidence: 99%

“…As argued by Bucchi and Saracino [2016], images, including drawings, are essential in the communication of modern science both in academia and to various publics. The importance of images in this process has implications for science literacy and in the "discussion of public understanding of science at the international level" (p. 2).…”

Section: Children's Drawings As Tools For Assessmentmentioning

confidence: 99%

See 2 more Smart Citations

Observing and drawing the Sun: research-based insights to assess science communication practices aimed at children

Anjos¹,

Aibéo²,

Carvalho³

2019

JCOM

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Knowing how specific publics understand and experience science is crucial for both researchers and practitioners. As learning and meaning-making develop over time, depending on a combination of factors, creative possibilities to analyze those processes are needed to improve evaluation of science communication practices. We examine how first grade children's drawings expressed their perceptions of the Sun and explore their views of a major astronomical body within their social, cultural and personal worlds. We then examine how the observation of the Sun through a telescope led to changes in graphical representations, and how learning and meaning evolved after several months.

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Section: Discussionmentioning

confidence: 99%

Section: Science Literacy and Engagement With Sciencementioning

confidence: 99%

Section: Children's Drawings As Tools For Assessmentmentioning

confidence: 99%

See 1 more Smart Citation

Observing and drawing the Sun: research-based insights to assess science communication practices aimed at children

Anjos¹,

Aibéo²,

Carvalho³

2019

JCOM

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“…A surprisingly small proportion of respondents considered the training video and DVD to be most useful, a finding which offers lessons for future programs. The power of images to convey complex messages across cultural and linguistic boundaries is well recognized (Foale 2013, Bucchi andSaracino 2016), yet fewer people than we expected had access to watch the DVD or viewed the videos online. The failure of some village headmen and fishery officers to distribute the DVDs suggests that future programs should organize viewing sessions in villages instead of relying on intermediaries to pass on training materials.…”

Section: Perceived Usefulness Of Trainingmentioning

confidence: 95%

Adoption and diffusion of technical capacity-building innovations by small-scale artisanal fishers in Fiji

MacKeracher¹,

Foale²,

Gurney³

2019

E&S

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Adoption of innovations by farmers and fishers can depend on factors specific to both individuals and their social contexts. Research on the adoption and diffusion of innovations promoted through capacity-building training can provide lessons to support the design and implementation of future development programs. We assess the adoption, diffusion, and outcomes of a livelihoods training program focused on improving postharvest handling and processing of sea cucumbers in 29 coastal villages in Fiji. One year after delivery of the training program, we conducted interviews with sea cucumber fishers (n = 278) and commercial processors (n = 12), as well as focus group discussions (n = 27) with women to examine: (1) which modes of training (training video, manual, and workshops) were most useful; (2) individual-and community-scale characteristics related to adoption and knowledge sharing; (3) whether training produced long-term changes in processing methods used by fishers; and (4) perceived barriers to adoption. Among fishers who were exposed to two or more modes of training (n = 97), most (65%) reported the workshop and manual to be equally useful. Knowledge about the improved methods was shared by 71% of trained fishers and occurred more frequently among women (80%) than men (64%). Trained fishers used shorter, less variable first cooking durations than untrained fishers, and differences were significant for two of six sea cucumber species groups. Adoption and knowledge sharing was not significantly related to the multiscale characteristics examined (age, gender, education, resource dependence, village population size, market access). Some fishers could not access salt for processing, and others were constrained by patron-client relationships. Our study shows that technical capacity-building can benefit from complementary training modes, however other constraints on adoption (e.g., access to materials, patron-client relationships) may need to be addressed to achieve the full benefits of training programs.

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“…Much less studied is the so-called visual scientific literacy. In 2016, an empirical survey was conducted on this topic on a representative sample of the Italian population: the interviewees were offered three classic images related to science and technology, in regards to a series of questions of scientific competence (Bucchi and Saracino, 2016). With regard to the matter under investigation it emerges that the level of scientific literacy decreases with increasing age and increases with increasing education.…”

Section: Introductionmentioning

confidence: 99%

Fun educational and artistic teaching tools for science outreach

et al. 2020

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Abstract. The aim of scientific dissemination is to spread interest and knowledge of scientific issues by trying to reach people of all ages and social backgrounds. Simplifying, without trivializing, scientific concepts and making them attractive to the general public is therefore essential to achieve the previous objectives. For this purpose, it can be useful for scientists to work in close collaboration with artists, implementing new tools that can positively influence the emotional sphere and capture the attention of the people involved. Playful educational activity and visual language play a key role in this process, to convey interest and facilitate learning. An example of this approach are the educational laboratories structured as group games, in which great importance is given both to practical activities and to the transmission of concepts through their visualization in the form of images. Over the last 8 years, the Istituto Nazionale di Geofisica e Vulcanologia (National Institute of Geophysics and Volcanology, INGV), the Istituto di Scienze Marine del Consiglio Nazionale delle Ricerche (Institute of Marine Sciences of the National Research Council, CNR-ISMAR) and the Historical Oceanography Society (HOS) have collaborated in the organization of science dissemination events involving students from schools of different levels participating in educational experiences based on games, characterized by an essentially visual approach to the concepts presented. In this work, we would like to give a brief overview of these educational tools, retracing the choices made while ideating them, thanks mainly to the close collaboration with artists and illustrators.

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“Visual Science Literacy”

Cited by 47 publications

References 13 publications

Observing and drawing the Sun: research-based insights to assess science communication practices aimed at children

Observing and drawing the Sun: research-based insights to assess science communication practices aimed at children

Adoption and diffusion of technical capacity-building innovations by small-scale artisanal fishers in Fiji

Fun educational and artistic teaching tools for science outreach

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