Tatalovic, M. (2009). Science comics as tools for science education and communication: A brief, exploratory study. Journal of Science Communication, 8(4), 1-17.
This paper argues that comic books, comic strips, and other sequential art covering scientific concepts and stories about scientists can be used to good effect for science learning, especially for grounding scientific fact in social contexts. The paper includes a rich list of existing comics that practitioners can use in classes and programs for ISE audiences.
Cho, S., Goodman, M., Oppenheimer, B., Codling, J., & Robinson, T. (2009). Images of women in STEM fields. Journal of Science Communication, 8(3), 1–5.
In a survey, eighth-grade students identified women who were in STEM fields to be significantly more intelligent, less attractive, and more creative than women in non-STEM fields. The students did not indicate that they found a difference between women in STEM fields or non-STEM fields in terms of how organized or how good at their job they were. The authors suggest that the development of these stereotypical views could help explain why women are consistently underrepresented in STEM fields and why women consistently choose professions already dominated by women.
Stodden, V. (2010). Open science: Policy implications for the evolving phenomenon of user-led scientific innovation. Journal of Science Communication, 9(1), 1–8.
The internet allows sharing of digital data, code, and research articles so that not only scientific results but also the underlying supports and the paths of reasoning are publicly available. It is an opportunity for the public to learn about and participate in “computational and data-driven” citizen science. Informal science educators and communities can facilitate citizen engagement in this work by creating learning experiences that give citizens the skills needed to gain entry into the data of their interest, by working with professional societies to find and create outlets for this study, and by fostering collaboration between citizens and scientists.
Watermeyer, R. (2010). Social network science: pedagogy, dialogue, deliberation. Journal of Science Communication, 9(1), 1–9.
ISE professionals can use this study as a guide to help them in understanding the uses of social networking sites (SNS). The author maintains that SNS provide a space that allows the public to become better acquainted with the work of scientists, stimulating transparency and accountability, and that encourages the public to become active contributors to scientific research and debate.
Silva, J., & Bultitude, K. (2009). Best practice in communications training for public engagement with science, technology, engineering and mathematics. Journal of Science Communication, 8(2). 322 – 357.
In informal learning environments, science experts, explainers, and guides need support in their work to educate the general public in STEM topics. This study surveyed participants and trainers in communications training programs to determine the best methods for achieving such a purpose. The researchers suggest that training programs be practical, authentic and interactive, and provide participants opportunities for feedback.
Brewer, P. R., & Ley, B. L. (2013). Whose science do you believe? Explaining trust in sources of scientific information about the environment. Science Communication, 35(1), 115–137. doi:10.1177/1075547012441691
Brewer and Ley surveyed 851 participants in a U.S. city and revealed relationships among demographic characteristics, religious beliefs, political views, and trust in multiple forms of science communication sources.
Yang, Z. J., & Kahlor, L. (2013). What, me worry? The role of affect in information seeking and avoidance. Science Communication, 35(2), 189–212. doi:10.1177/1075547012441873
How do people respond to needing information about something as scary as climate change? Yang and Kahlor investigated the role of emotion when people seek new information or stop paying attention to information about climate change. People who were worried about climate change were likely to search out information, and people who were hopeful were not – probably because they didn’t want new information to change their beliefs.
Dahlstrom, M. F., & Ho, S. S. (2012). Ethical considerations of using narrative to communicate science. Science Communication, 34(5), 592–617. doi:10.1177/1075547012454597.
Dahlstrom and Ho offer advice on using narrative to communicate about science. They conclude that the rhetorical purpose of the narrative should be thoroughly examined so as not to unfairly influence a reader or listener.
Steinke, J., Applegate, B., Lapinski, M., Ryan, L., & Long, M. “Gender differences in adolescents’ wishful identification with scientist characters on television.” Science Communication, 34(2), 163–199. doi:10.1177/1075547011410250
In an experimental study, gender differences were found in how middle schoolers identified with scientists on popular TV shows. Male students identified most strongly with male scientists whom they perceived as respected, while female students identified most strongly with female scientists whom they perceived as dominant. The study also analyzed students’ identification with scientists as an effect of the genre of the TV shows.