Topic
Science communication
About: Science communication is a research topic. Over the lifetime, 4879 publications have been published within this topic receiving 107178 citations. The topic is also known as: sci-comm.
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19 Apr 2007
TL;DR: The Honest Broker as discussed by the authors is a book about the role of scientists in political debates and policy formation, particularly in terms of how they present their research and what considerations are important to consider when deciding, and the consequences of such choices for individual scientists and the broader scientific enterprise.
Abstract: Scientists have a choice concerning what role they should play in political debates and policy formation, particularly in terms of how they present their research. This book is about understanding this choice, what considerations are important to think about when deciding, and the consequences of such choices for the individual scientist and the broader scientific enterprise. Rather than prescribing what course of action each scientist ought to take, the book aims to identify a range of options for individual scientists to consider in making their own judgments about how they would like to position themselves in relation to policy and politics. Using examples from a range of scientific controversies and thought-provoking analogies from other walks of life, The Honest Broker challenges us all - scientists, politicians and citizens - to think carefully about how best science can contribute to policy-making and a healthy democracy.
1,569 citations
Book•
01 Jan 1988
TL;DR: Giere as discussed by the authors argues that it is better to understand scientists as merely constructing more or less abstract models of limited aspects of the world, and that to defend science one need not defend the Enlightenment ideal.
Abstract: Debate over the nature of science has recently moved from the halls of academia into the public sphere, where it has taken shape as the "science wars." At issue is the question of whether scientific knowledge is objective and universal or socially mediated, whether scientific truths are independent of human values and beliefs. Ronald Giere is a philosopher of science who has been at the forefront of this debate from its inception, and Science without Laws offers a much-needed mediating perspective on an increasingly volatile line of inquiry. Giere does not question the major findings of modern science: for example, that the universe is expanding or that inheritance is carried by DNA molecules with a double helical structure. But like many critics of modern science, he rejects the widespread notion of science--deriving ultimately from the Enlightenment--as a uniquely rational activity leading to the discovery of universal truths underlying all natural phenomena. In these highly readable essays, Giere argues that it is better to understand scientists as merely constructing more or less abstract models of limited aspects of the world. Such an understanding makes possible a resolution of the issues at stake in the science wars. The critics of science are seen to be correct in rejecting the Enlightenment idea of science, and its defenders are seen to be correct in insisting that science does produce genuine knowledge of the natural world. Giere is utterly persuasive in arguing that to criticize the Enlightenment ideal is not to criticize science itself, and that to defend science one need not defend the Enlightenment ideal. Science without Laws thus stakes out a middle ground in these debates by showing us how science can be better conceived in other ways.
1,433 citations
01 Jan 2006
TL;DR: In this paper, Abell, NG Lederman, and this paper discuss the importance of science education in the context of diversity in science education and discuss the role of gender in science learning.
Abstract: Contents: SK Abell, NG Lederman, Preface Part I: Science Learning CW Anderson, Perspectives on Science Learning P Scott, H Asoko, J Leach, Student Conceptions and Conceptual Learning in Science WS Carlsen, Language and Science Learning TR Koballa, Jr, SM Glynn, Attitudinal and Motivational Constructs in Science Learning BJ Fraser, Classroom Learning Environments LJ Rennie, Learning Science Outside of School Part II: Culture, Gender, and Society and Science Learning O Lee, A Luykx, Science Education and Student Diversity: Race/Ethnicity, Language, Culture, and Socioeconomic Status E McKinley, Postcolonialism, Indigenous Students, and Science C-J Guo, Issues in Science Learning: An International Perspective K Scantlebury, D Baker, Gender Issues in Science Education Research: Remembering Where the Difference Lies JR McGinnis, GP Stefanich, Special Needs and Talents in Science Learning AC Barton, Science Learning in Urban Settings JS Oliver, Rural Science Education Part III: Science Teaching D Treagust, General Instructional Methods and Strategies VN Lunetta, A Hoftein, MP Clough, Learning and Teaching in the School Science Laboratory: An Analysis of Research, Theory, and Practice GJ Kelly, Discourse in Science Classrooms NB Songer, Digital Resources Versus Cognitive Tools: A Discussion of Learning Science With Technology K Appleton, Elementary Science Teaching CM Czerniak, Interdisciplinary Science Teaching R Lazarowitz, High School Biology Curricula Development: Implementation, Teaching, and Evaluation From the 20th to the 21st Century R Duit, H Neidderer, H Schecke, Teaching Physics O De Jong, KS Taber, Teaching and Learning the Many Faces of Chemistry N Orion, CR Ault, Jr, Learning Earth Sciences P Hart, Environmental Education Part IV: Curriculum and Assessment in Science DA Roberts, Scientific Literacy/Science Literacy JM Atkin, P Black, History of Curriculum Reform in Science Education in the United States and United Kingdom RD Anderson, Inquiry as an Organizing Theme for Science Curricula NG Lederman, Nature of Science: Past, Present, and Future GS Aikenhead, Humanistic Perspectives in the Science Curriculum JB Kahle, Systemic Reform: Research, Vision, and Politics F Lawrenz, Review of Science Education Program Evaluation B Bell, Classroom Assessment of Science Learning E Britton, S Schneider, Large-Scale Assessments in Science Education Part V: Science Teacher Education JJ Loughran, Science Teacher as Learner MG Jones, G Carter, Science Teacher Attitudes and Beliefs SK Abell, Research on Science Teacher Knowledge T Russell, AK Martin, Learning to Teach Science PW Hewson, Teacher Professional Development in Science KJ Roth, Science Teachers as Researchers
1,415 citations
TL;DR: In this paper, the authors discuss the role of social identities and the public uptake of science in the public understanding of science and their role in the understanding of hazard issues in the UK.
Abstract: Introduction Alan Irwin and Brian Wynne 1. Misunderstood misunderstandings: social identities and the public uptake of science Brian Wynne 2. Science and hell's kitchen: the local understanding of hazard issues Alan Irwin, Alison Dale and Denis Smith 3. Authorising science: public understanding of science in museums Sharon Macdonald 4. Disembodied knowledge? Making sense of medical science Helen Lambert and Hilary Rose 5. Now you see it, now you don't: mediating science and managing uncertainty in reproductive medicine Frances Price 6. Knowing ignorance and ignoring knowledge: discourses of ignorance in the public understanding of science Mike Michael 7. Insiders and outsiders: identifying experts on home ground Rosemary McKechnie 8. Nature's advocates: on putting science to work in environmental organisations Steven Yearley.
1,338 citations
TL;DR: This special issue of Technology Analysis and Straights focuses on expectations in science and technology innovation and the role that expectations play in innovation.
Abstract: In recent years a growing number of social science studies have pointed out the significance of expectations in science and technology innovation. This special issue of Technology Analysis and Stra...
1,314 citations