Showing papers on "Science, technology, society and environment education published in 2016"

Can citizen science enhance public understanding of science

Abstract: Over the past 20 years, thousands of citizen science projects engaging millions of participants in collecting and/or processing data have sprung up around the world. Here we review documented outcomes from four categories of citizen science projects which are defined by the nature of the activities in which their participants engage - Data Collection, Data Processing, Curriculum-based, and Community Science. We find strong evidence that scientific outcomes of citizen science are well documented, particularly for Data Collection and Data Processing projects. We find limited but growing evidence that citizen science projects achieve participant gains in knowledge about science knowledge and process, increase public awareness of the diversity of scientific research, and provide deeper meaning to participants' hobbies. We also find some evidence that citizen science can contribute positively to social well-being by influencing the questions that are being addressed and by giving people a voice in local environmental decision making. While not all citizen science projects are intended to achieve a greater degree of public understanding of science, social change, or improved science -society relationships, those projects that do require effort and resources in four main categories: (1) project design, (2) outcomes measurement, (3) engagement of new audiences, and (4) new directions for research.

Science Literacy: Concepts, Contexts, and Consequences

Abstract: Science is a way of knowing about the world. At once a process, a product, and an institution, science enables people to both engage in the construction of new knowledge as well as use information to achieve desired ends. Access to science—whether using knowledge or creating it—necessitates some level of familiarity with the enterprise and practice of science: we refer to this as science literacy.Science literacy is desirable not only for individuals, but also for the health and well- being of communities and society. More than just basic knowledge of science facts, contemporary definitions of science literacy have expanded to include understandings of scientific processes and practices, familiarity with how science and scientists work, a capacity to weigh and evaluate the products of science, and an ability to engage in civic decisions about the value of science. Although science literacy has traditionally been seen as the responsibility of individuals, individuals are nested within communities that are nested within societies—and, as a result, individual science literacy is limited or enhanced by the circumstances of that nesting. Science Literacy studies the role of science literacy in public support of science. This report synthesizes the available research literature on science literacy, makes recommendations on the need to improve the understanding of science and scientific research in the United States, and considers the relationship between scientific literacy and support for and use of science and research.

A review of models for introducing computational thinking, computer science and computing in K-12 education

Abstract: Computer science is becoming ever increasingly important to our society. Computer science content has, however, not traditionally been considered a natural part of curricula for primary and secondary education. Computer science has traditionally been primarily a university level discipline and there are no widely accepted general standards for what computer science at K-12 level entails. Also, as the interest in this area is rather new, the amount of research conducted in the field is still limited. In this paper we review how 10 different countries have approached introducing computer science into their K-12 education. The countries are Australia, England, Estonia, Finland, New Zealand, Norway, Sweden, South Korea, Poland and USA. The studied countries either emphasize digital competencies together with programming or the broader subject of computer science or computing. Computational thinking is rarely mentioned explicitly, but the ideas are often included in some form. The most common model is to make computer science content compulsory in primary school and elective in secondary school. A few countries have made it compulsory in both, while some countries have only introduced it in secondary school.

Fostering Scientific Literacy and Critical Thinking in Elementary Science Education

Abstract: Scientific literacy (SL) and critical thinking (CT) are key components of science education aiming to prepare students to think and to function as responsible citizens in a world increasingly affected by science and technology (S&T). Therefore, students should be given opportunities in their science classes to be engaged in learning experiences that promote SL and CT, which may trigger the need to build and develop knowledge, attitudes/values, thinking abilities, and standards/criteria in an integrated way, resulting in their ability to know how to take responsible action in contexts and situations of personal and social relevance. This paper reports on a study to design, implement, and assess science learning experiences focused on CT toward SL goal. Results support the conclusion that the learning experiences developed and implemented in a grade 6 science classroom had a significant influence on the students’ CT and SL. Within this elementary school context, the theoretical framework used appears to be a relevant and practical aid for developing learning experiences that promote CT/SL and in supporting teaching practices that are more in line with the goals of critical scientific literacy.

STEM Education: A Review of the Contribution of the Disciplines of Science, Technology, Engineering and Mathematics.

Abstract: Recent global educational initiatives and reforms have focused on increasing the number of students pursuing STEM subjects, and ensuring students are well-prepared, and suitably qualified to engage in STEM careers. This paper examines the contributions of the four disciplines - Science, Technology, Engineering and Mathematics - to the field of STEM education, and discusses STEM literacy; factors influencing students’ engagement in STEM education; effective pedagogical practices, and their influence on student learning and achievement in STEM; and the role of the teacher in STEM education. Through a critical review of 237 studies, three key factors were identified: (1) the importance of focusing on the junior secondary phase of schooling to maintain student interest and motivation to engage in STEM, (2) the implementation of effective pedagogical practices to increase student interest and motivation, develop 21st century competencies, and improve student achievement, and (3) the development of high-quality teachers to positively affect students’ attitudes and motivation towards STEM.

Involve social scientists in defining the Anthropocene

Abstract: The causes of Earth's transition are human and social, write Erle Ellis and colleagues, so scholars from those disciplines must be included in its formalization.

Understanding volunteer motivations to participate in citizen science projects: a deeper look at water quality monitoring

Abstract: Volunteer water quality monitors represent the intersection between citizen science and environmental stewardship. Understanding what motivates participation will enable project managers to improve recruitment and retention. This survey of 271 volunteers from eight water quality monitoring organizations in the U.S. found the strongest motivators to participate are helping the environment or community and contributing to scientific knowledge. No variation by gender was found, but younger volunteers have different motivations and preferences than older volunteers. Volunteers value the communication of tangible results more than recognition or reward. Abstract

Science communication and the issue of trust

Abstract: Science communication, whether internally or to the general public depends on trust, both trust in the source and trust in the medium of communication. With the new 'ecology of communication' this trust is endangered. On the one hand the very term of science communication has been captured by many different actors (e.g., governments, PR experts, universities and research institutions, science journalists, and bloggers) apart from scientists themselves to whom science communication means different things and whose communication is tainted by special interests. Some of these actors are probably more trusted by the general public than others. On the other hand, the channels that are used to communicate science are also not trusted equally. Particularly the widespread use of social media raises doubts about the credibility of the communication spread through them.

STEM Integration in Middle School Life Science: Student Learning and Attitudes

Abstract: In many countries around the world, there has been an increasing emphasis on improving science education. Recent reform efforts in the USA call for teachers to integrate scientific and engineering practices into science teaching; for example, science teachers are asked to provide learning experiences for students that apply crosscutting concepts (e.g., patterns, scale) and increase understanding of disciplinary core ideas (e.g., physical science, earth science). Engineering practices and engineering design are essential elements of this new vision of science teaching and learning. This paper presents a research study that evaluates the effects of an engineering design-based science curriculum on student learning and attitudes. Three middle school life science teachers and 275 seventh grade students participated in the study. Content assessments and attitude surveys were administered before and after the implementation of the curriculum unit. Statewide mathematics test proficiency scores were included in the data analysis as well. Results provide evidence of the positive effects of implementing the engineering design-based science unit on student attitudes and learning.

Impact of On-Line Education on Higher Education System

Abstract: Education is the most important thing for any country to develop and prosper. Education moulds the character and intelligence of individuals. It also provides the talent and motivation to every person. The conventional education system at higher education level is analogous to brick and mortar type business system, where a student gets systematic education from college/University by personally attending required courses regularly (Full time/part Time). However, the conventional education system has many drawbacks and lot of improvements are expected in future days. One of the possible developments in next generation education system is online education. In this paper, we have discussed the online education system as next generation education system and impact of online education system in higher education on development of science & society. The types of online education models and their importance are discussed. The advantages, benefits, constraints and disadvantages of online education systems are discussed. The features some of the online portals are studied by considering some of the important online education models e.g., edX, Alison, NPTEL and UZity as case examples. Finally, the online education system is compared with a hypothetical system called "Ideal education system."

Media sources, credibility, and perceptions of science: Learning about how people learn about science

Abstract: Knowledge about science and technology has become increasingly important in this age of digital information overload. It is also becoming increasingly important to understand what contributes to scientific learning, including information sources and trust in those sources. In this study, we develop and test a multivariate model to explain scientific knowledge based on past theories on learning from the news from the fields of political communication, sociology, and media psychology. We focus on the impact of sources-by platform, such as television and online, and by expertise, such as scientists and the media-in understanding what predicts scientific knowledge. The results show that interest in science not only directly predicts knowledge but also has indirect effects on knowledge through its effects on Internet use, confidence in the press, and perception of scientists. In addition, distrust on the news sources is an important pathway to learning about science.

Equity Issues in Science Education

Abstract: The International Handbook of Science Education was commissioned by Kluwer Academic Publishers for their handbook series which was edited by Barry Fraser and Kenneth Tobin. These two editors invited me to take responsibility for editing one of the ten sections in the handbook. This was the section on equity. They also invited me to write the lead article for this section. As such, this article was not a study but a review of the literature in science education.

The constructivist view in science education – what it has to offer and what should not be expected from it

Abstract: There is certainly something fashionable about constructivism in science education nowadays. It is further true that constructivism is by no means a consistent movement, there are many variants of this view in use. Furthermore, it appears that constructivism, for some science educators, in any case, has become the new ideology of science education that provides a cure for every problem of teaching and learning science. But without any doubt constructivism has become also a most valuable guideline for science education -- for science teaching and learning as well as for research in these fields. This paper attempts to review the myths, the misunderstandings, the polemics and the serious critiques concerning constructivism. It will be argued in favor of a consistent and "moderate" constructivist view in science education that in fact may provide substantial progress in our field and which major features will be among the valuable views of science education even after the term constructivism will have gone out of fashion.

Critical information literacy as core skill for lifelong STEM learning in the 21st century: reflections on the desirability and feasibility for widespread science media education

Abstract: Grace Reid and the late Stephen Norris argue in this issue the urgent need for widespread Science Media Education (SME) as an integral part of formal and informal science education. SME is to achieve two goals: First, allow learners to critically evaluate any media as a source for scientific information by understanding the socio-economic and socio-cultural context of how and why news and entertainment media are created, and secondly, utilize media as a legitimate and productive source for science education and science learning. While laudable, I will argue that SME as an integral part of STEM education is unrealistic, and offer instead that the broader concept of Information Literacy might be more easily achieved within the current strong movement to conceptualize STEM education via science and engineering practices and within the broad goals of strengthening learners’ 21st century skills.

Finding Pathways to More Equitable and Meaningful Public-Scientist Partnerships

Abstract: For many, citizen science is exciting because of the possibility for more diverse, equitable partnerships in scientific research with outcomes considered meaningful and useful by all, including public participants. This was the focus of a symposium we organized at the 2015 conference of the Citizen Science Association. Here we synthesize points made by symposium participants and our own reflections. Professional science has a participation problem that is part of a larger equity problem in society. Inequity in science has negative consequences including a failure to address the needs and goals arising from diverse human and social experiences, for example, lack of attention to issues such as environmental contamination that disproportionately impact under-represented populations, and a failure to recognize the pervasive effects of structural racism. Inequity also encourages mistrust of science and scientists. A perception that science is practiced for the sole benefit of dominant social groups is reinforced when investigations of urgent community concerns such as hydraulic fracturing are questioned as being biased endeavors. Defined broadly, citizen science can challenge and change this inequity and mistrust, but only if it reflects the diversity of publics, and if it doesn’t reinforce existing inequities in science and society. Key will be the way that science is portrayed: Acknowledging the presence of bias in all scientific research and the tools available for minimizing this, and demonstrating the utility of science for local problem solving and policy change. Symposium participants called for reflexive research, mutual learning, and other methods for supporting more equitable engagement in practice and in the activities of the Citizen Science Association.

Reflections on the so-called value-free ideal: A call for responsible science in the business schools

Abstract: Purpose – Value-free science is an ideal that is neither possible nor desirable, especially for social sciences. The subject of social sciences is individuals and groups; hence social, moral, ethical, or political values are inherent and unavoidable in all steps of the scientific process. Further, the authority of science requires the scientist to be responsible experts in ensuring the reliability of knowledge and in assessing the risks in applying the research findings in social policies and practices. The purpose of this essay is to discuss the role of values in business school research. Design/methodology/approach – The author explains the two primary types of values relevant for science: epistemic – norms and standards to ensure good science – and social – criteria not relevant for discovering the truth of knowledge but may influence decisions related to science especially in evaluating the cost of wrongful conclusions from the research evidence. Based on an analysis of published criticisms of busines...

How Students View the Boundaries Between Their Science and Religious Education Concerning the Origins of Life and the Universe

Abstract: Internationally in secondary schools, lessons are typically taught by subject specialists, raising the question of how to accommodate teaching which bridges the sciences and humanities. This is the first study to look at how students make sense of the teaching they receive in two subjects (science and religious education [RE]) when one subject's curriculum explicitly refers to cross-disciplinary study and the other does not. Interviews with 61 students in seven schools in England suggested that students perceive a permeable boundary between science and their learning in science lessons and also a permeable boundary between religion and their learning in RE lessons, yet perceive a firm boundary between science lessons and RE lessons. We concluded that it is unreasonable to expect students to transfer instruction about cross-disciplinary perspectives across such impermeable subject boundaries. Finally, we consider the implications of these findings for the successful management of cross-disciplinary education.

An integrated model of science communication — More than providing evidence

Abstract: Factors that influence reception and use of information are represented in this koru model of science communication using the metaphor of a growing plant. Identity is central to this model, determining whether an individual attends to information, how it is used and whether access to it results in increased awareness, knowledge or understanding, changed attitudes or behaviour. In this koru model, facts are represented as nutrients in the soil; the matrix influences their availability. Communication involves reorganisation of facts into information, available via channels represented as roots. When information is taken up, engagement with it is influenced by external factors (social norms, support and control) and internal factors (values, beliefs, attitudes, awareness, affect, understanding, skills and behaviour) which affect whether the individual uses it to form new knowledge. Abstract

Understanding drivers, barriers and information sources for public participation in marine citizen science

Abstract: Interviews were conducted with 110 marine users to elicit their salient beliefs about recording marine species in a citizen science project. The results showed that many interviewees believe participation would increase knowledge (either scientific, the community’s, or their own). While almost half of the interviewees saw no negative outcomes, a small number expressed concerns about targeting of marine species by others, or restrictions on public access to marine sites. Most of the people surveyed (n = 106) emphasised the importance of well-designed technological interfaces to assist their data collection, without which they would be unlikely to engage in the project.

‘The kind of mildly curious sort of science interested person like me’: Science bloggers’ practices relating to audience recruitment

Abstract: With at least 150 million professional and amateur blogs on the Internet, blogging offers a potentially powerful tool for engaging large and diverse audiences with science. This article investigates science blogging practices to uncover key trends, including bloggers’ self-perceptions of their role. Interviews with seven of the most popular science bloggers revealed them to be driven by intrinsic personal motivations. Wishing to pursue their love of writing and share their passion for science, they produce content suitable for niche audiences of science enthusiasts, although they do not assume background scientific knowledge. A content analysis of 1000 blog posts and comparison with the most popular blogs on the Internet further confirmed this result and additionally identified key factors that affect science blog popularity, including update frequency, topic diversity and the inclusion of non-text elements (especially images and video).

School of Ants goes to college: integrating citizen science into the general education classroom increases engagement with science

Abstract: Citizen science has proven useful in advancing scientific research, but participant learning outcomes are not often assessed. This case study describes the implementation and tailoring of an in-depth assessment of the educational impact of two citizen science projects in an undergraduate, general education course. Mixed-methods assessment of citizen science within a college classroom demonstrates that public participation in scientific research can positively alter attitudes towards science. The timing and type of assessments yielded significantly different results and qualitative assessment provided depth and context. However, disentangling the impact of the course from participation in the projects is the biggest challenge. Abstract

Positioning Technology and Engineering Education as a Key Force in STEM Education

Abstract: As the presence of engineering content and practices increases in science education, the distinction between the two fields of science and technology education becomes even more vague than previously theorized. Furthermore, the addition of engineering to the title of the profession raises the question of the true aim of technology education. As a result, the technology and engineering education community must effectively communicate its role in an evolving STEM education landscape. During this time of change, it is important that we understand how the technology education profession has transitioned in the past while we figure out how to balance traditions and contemporary needs. The authors present three pathways that appear most salient in moving forward: (1) adhering to the fundamental goals of technology education, (2) collaborating with science education to potentially become a core discipline, or (3) revitalizing the field through a shift to engineering education. A final recommendation is made to energize the field by centering on becoming a true provider of K–12 engineering education.

Science Teachers’ Misconceptions in Science and Engineering Distinctions: Reflections on Modern Research Examples

Abstract: The aim of this exploratory study was to learn about the misconceptions that may arise for elementary and high school science teachers in their reflections on science and engineering practice. Using readings and videos of real science and engineering work, teachers’ reflections were used to uncover the underpinnings of their understandings. This knowledge ultimately provides information about supporting professional development (PD) for science teachers’ knowledge of engineering. Six science teachers (two elementary and four high school teachers) participated in the study as part of an online PD experience. Cunningham and Carlsen’s (Journal of Science Teacher Education 25:197–210, 2014) relative emphases of science and engineering practices were used to frame the design of PD activities and the analyses of teachers’ views. Analyses suggest misconceptions within the eight practices of science and engineering from the US Next Generation Science Standards in four areas. These are that: (1) the nature of the practices in both science and engineering research is determined by the long-term implications of the research regardless of the nature of the immediate work, (2) engineering and science are hierarchical, (3) creativity is inappropriate, and (4) research outcomes cannot be processes. We discuss the nature of these understandings among participants and the implications for engineering education PD for science teachers.

Science communication in Brazil: A historical review and considerations about the current situation.

Abstract: In this paper, we present a historical overview of the science communication activities in Brazil since the nineteenth century and we analyze the current situation and its main concerns. The principal scopes and tools for science communication discussed here are the following: science centers and museums, mass media and large public events for communicating science and technology (S&T). In recent years, such activities have had a significant breakthrough in Brazil. Yet, there is still a long way to go in order to deliver a quality and extensive science and technology communication to the Brazilians as well as to achieve a suitable level of social appropriation of knowledge on S&T by the Brazilian society. Some of the main challenges that we are facing are discussed herein.

Supporting emerging forms of citizen science: a plea for diversity, creativity and social innovation

Abstract: In recent years, citizen science has gained popularity not only in the scientific community but also with the general public. The potential it projects in fostering an open and participatory approach to science, decreasing the distance between science and society, and contributing to the wider goal of an inclusive society is being explored by scientists, science communicators, educators, policy makers and related stakeholders. The public’s participation in citizen science projects is still often reduced to data gathering and data manipulation such as classification of data. However, the citizen science landscape is much broader and diverse, inter alia due to the participation opportunities offered by latest ICT. The emergence of new forms of collaboration and grassroots initiatives is currently being experienced. In an open consultation process that led to the “White Paper on Citizen Science for Europe”, the support of a wide range of project types and innovative forms of participation in science was requested. In this paper we argue for mechanisms that encourage a variety of approaches, promote emerging and creative concepts and widen the perspectives for social innovation.

The Virtues of Scientific Practice: MacIntyre, Virtue Ethics, and the Historiography of Science.

Abstract: “Practice” has become a ubiquitous term in the history of science, and yet historians have not always reflected on its philosophical import and in particular on its potential connections with ethics. This essay draws on the work of the virtue ethicist Alasdair MacIntyre to develop a theory of “communal practices” and explore how such an approach can inform the history of science, including allegations about the corruption of science by wealth or power, consideration of scientific ethics or “moral economies,” the role of values in science, the ethical distinctiveness (or not) of scientific vocations, and the relationship between history of science and the practice of science itself.