Collaboration readiness of transdisciplinary collaborations

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Collaboration readiness of transdisciplinary collaborations

Author: Eva Kalmar – Science Education & Communication, TU Delft, The Netherlands

Collaboration has become the most supported form of scientific research, funding agencies prefer transdisciplinary international collaborations. Today, scientific inquiry is almost unimaginable without research groups from different scientific domains working together due to the growth of knowledge, high specialization of scientific domains and quickly changing technology. The scientific problems to be solved are complex in nature as are the social aspects of these challenges. The formation of transdisciplinary coalitions may sounds straightforward since we all tend to think that we know what collaboration is or means, but the success of these alliances is not in all cases guaranteed as well as the deployment of science communication processes.

The factors determining the success and effectiveness of transdisciplinary and intersectoral collaborations are spanning across different (personal, interpersonal, organizational, technological and socio-political) levels, making the management of these kinds of projects an ill-defined and complex problem. These collaborations create new expectations, alter roles and shift communication practices for its members. The collaborating partners have to adjust to new social, organizational and management settings, and adopt to the new collaboration-facilitating technologies. Organizations that lack the ability of and adaptive culture of sharing and collaborating have a large potential to resist to these adjustments and adaptation processes, and limit the effectiveness of the collaboration as a whole.

We propose, that next to the technology readiness levels, collaboration readiness levels of research teams, organizations or companies can be measured and needs to be used within innovation processes. In this Idea in progress session, I would like to present our preliminary results of the Science Communication research within the Dutch Blockchain Coalition. A clear example of business to business type Science Communication happening in an uncertain world of an uncertain technology, performed by uncertain engineers, business developers and policy makers in opaque collaboration processes.

The author has not yet submitted a copy of the full paper.

Presentation type: Idea in progress
Theme: Science
Area of interest: Investigating science communication practices

The creation of story authenticity – a case study of the Taiwanese fictional medical program “Wake Up”

Author: Yin-Yueh Lo – Shih Hsin University, Taiwan

Co-author: Chun Ju Huang – National Chung Cheng University, Taiwan

Public representations of science and medicine are not only influenced by communication about actual scientific projects, findings, or explanations of medical problems. They are also shaped by novels, movies or TV dramas that focus on science-related topics and include scientists or medical professionals as characters. The question is whether fiction mostly proliferates a contorted image of science and medicine, or whether it contributes to a more comprehensive image.

This paper analyses the case of the popular Taiwanese fictional TV series “Wake Up” that centers on an anesthesiologist. We explored the production of the medical scenes, in particular the important role of the medical consultant. Results are based on a content analysis of the series and on interviews with the producer and the medical consultant, an anesthesiologist himself.

Medical knowledge is only peripherally presented in the program; its focus is on the social practice of medicine. The story reveals the injustice of the management hierarchy in a hospital and displays ethical conflicts in clinical practice. The main function of the medical consultant was to ensure authenticity of the atmosphere in the clinical scenes. The producer was very concerned about the clinical authenticity of the scenes, not because he was genuinely interested in accuracy but because he expected authenticity to enhance the entertaining function of the fictional story by increasing empathy of the audience.

Two main conclusions can be drawn: Fictional stories may help the audience understand the organizational context of science or medicine. And story producers show an interest in scientific/medical authenticity because they anticipate a positive effect on audience success. To better understand the actual effects of scientific/medical authenticity in fiction the next phase of our study will focus on audience reception.

Presentation type: Visual talk
Theme: Stories
Area of interest: Investigating science communication practices

Final year science communication projects for undergraduate science students

Author: Claire Concannon – Otago Museum, New Zealand

Co-author: Muriel Grenon – National University of Ireland Galway

The Cell EXPLORERS programme based in the National University of Ireland Galway is an educational outreach programme that engages with the public on STEM topics. As part of the Cell EXPLORERS working model, third level education students can opt to complete science communication final year projects as part of their curricula. The students are assigned a science communication challenge from a research laboratory and are then tasked with creating, piloting and evaluating novel science communication resources. The students are guided through the project by a series of interactive self-reflective workshops and seminars. These cover key concepts and methods in the fields of science communication and science education, and aim to equip the students with skills to develop effective resources. All resources created are then piloted within the community and the students are asked to reflect on their evaluations.

This module helps to address some science communication education challenges. In today’s research world there is an increasing requirement for dialogue between scientists, policy-makers and the public, thus it is necessary for future scientists to learn communication skills during their training. There is also increasing recognition that undergraduate science students should be equipped not just with their subject specific skills and knowledge but with generic positive graduate attributes that will help them in future careers. In addition, the nature of these projects require collaboration both in and outside of the university. As such the projects reflect real life challenges and act to strengthen links between the university and its surrounding community.

These projects are currently in their 4th year and more than 40 students from final year Biochemistry, Microbiology and Zoology courses have undertaken this project. Here we will outline the structure and content of the project module and discuss the results of evaluation of this module.

The author has not yet submitted a copy of the full paper.

Presentation type: Show, tell and talk
Theme: Science
Area of interest: Teaching science communication

Scientists’ ambivalence about public communication

Author: Marina Joubert – Stellenbosch University, South Africa

In 1977, American sociologist Rae Goodell wrote in “The visible scientist” that the scientific community was “a morass of conflicting and changing attitudes on the subject of communicating with society”, and that this was fuelling scientists’ doubts regarding public prominence. Forty years later, scientists continue to face conflicting norms and expectations as far as their public profiles are concerned, leading to lingering ambivalence about public visibility.

In this paper, I will reflect on contradictory views about scientists’ public visibility as reported in recent science communication literature, followed by my own findings on how publicly visible scientists in South Africa respond to these contradictions and tensions. I will present some of the influences that compel scientists to go public with their research, as well as the factors that continue to constrain their public visibility. I will show how scientists still adhere to some of the ‘rules’ for going public that was suggested by Goodell in 1977, while some of these rules have been thrown overboard in a fast-changing science communication landscape in a developing country setting.

The author has not yet submitted a copy of the full paper.

Presentation type: Individual paper
Theme: Science
Area of interest: Applying science communication research to practice

Scientists’ beliefs about science and the public in different cultures

Author: Yin-Yueh Lo – Shih Hsin University, Taiwan

Co-author: Hans Peter Peters – Research Center Juelich, Germany

Scientists were often criticized of assuming a one-way, educational approach in public science communication with superior scientific knowledge flowing from science to a passive lay public suffering from a knowledge “deficit”. However, recent conceptions of science communication emphasize active and diverse publics, discourses involving scientists and laypeople, co-construction of knowledge, and public participation in the governance of S&T – ideas often summarized under the label of “public engagement”. The question arises to what extent scientists have adopted these ideas, some of which may challenge traditional views of scientific autonomy.

This paper provides some answers to this question with a particular focus on cross-cultural differences. Such differences may result from a time lag caused by the diffusion of the public engagement ideas from the Anglo-Saxon world, where they originated, to other countries. Differences may also result because the adoption of public engagement is more or less compatible with different national science cultures, in particular the demand for scientific autonomy.

In an online survey of scientists in Taiwan, Germany and the USA (n=815) we asked about scientists’ beliefs and preferences regarding the public, the relationship of science and the public, and public communication of science.

The survey shows clear differences between Taiwanese and Western scientists. Taiwanese scientists have more skeptical views of the public than their Western colleagues, and more strongly want to guide public opinion. Western scientists distinguish more clearly between scholarly communication and public communication than Taiwanese scientists who, surprisingly, are more prepared to accept public participation in science. Professional autonomy may thus be less important for Taiwanese than Western scientists. In the Taiwanese case, accepting participatory public engagement is probably less an attempt to create a new kind of science-public relationship (as in the Anglo-Saxon approach) but rather the consequence of a science system traditionally prone to external demands.

The author has not yet submitted a copy of the full paper.

Presentation type: Individual paper
Theme: Science
Area of interest: Comparing science communication across cultures

Analysis on the purpose of information and scientific communication through internet among women

Author: Sri Jothi – Asan Memorial College of Arts and Science, India

The information and communication through internet become a persuasive force in transforming culture, knowledge, social, economic, and political existence of life globally. Without incorporation of internet into the information age, the communication growth will not happen, which instigate in developing the country or region. Most women within developing countries are access to and use of these internet technologies for various communication purposes but are directly linked to social and economic development, and then it is very important to ensure that women in developing countries understand the significance of these technologies and use them. The major component and driving force of societal development is communication. And women make up a large portion of any nation’s human resources, providing a rich potential supply of talented creators and innovators in their community. The gender revolution in communication technology is uneven but not stalled. In a broad range of disciplines, women in the developing society are able to get access to information and communication through internet technology. Analysing and receiving reliable statistics on women’s Internet use and the purpose of usage in developing countries is very difficult. The paradigm indicator is not disaggregated by gender, and the available data are not very consistent or comparable. Most women Internet users in almost all developing countries are not representative of women in the country as a whole, but rather are part of a small, urban educated community. Thus the study is done to analyse the purpose of information and communication through internet among women in the society.

The author has not yet submitted a copy of the full paper.

Presentation type: Individual paper
Theme: Society
Area of interest: Investigating science communication practices

Social participation in science: The perspective of third sector organizations

Author: Carolina Llorente – Communication and Society Studies Centre, Pompeu Fabra University, Spain

Co-authors:
Mar Carrió – Pompeu Fabra University
Gema Revuelta – Communication and Society Studies Centre, Pompeu Fabra University

The social relevance of scientific research has led to evaluate the utility of including society in the research process, also in order to design adequate strategies. The active participation of different actors in solving a given problem fosters a vision of a shared future and helps the better acceptance of the scientific and technological limitations.

Establishing dialogues that bring together scientists and different stakeholders provides the opportunity to jointly understand and analyze global issues and make decisions accordingly. Often platforms and associations are consulted or engaged in studies as representatives of diverse societal views and concerns.

The main objective of our study was to diagnose the current state of the participation of Civil Society Organizations (CSOs) and Third Sector associations throughout the R&D&I process. We want to identify what their current role is and what they consider this role should be. To this aim, we interviewed 30 CSOs managers and representatives based in Spain.

From these interviews, we conclude that patient and environmental associations have a more active role in R&D&I process than other CSOs. They especially contribute as subjects of study, funders, providing data or in field work. CSOs representatives generally view a clear positive relationship between their participation in research and the main activity of the organization. However, most of them consider this association useful only in social science research.

On the other hand, the great majority of CSOs representatives do not want research’s main tasks to be done inside their organization. Instead, they prefer to associate with universities or research centres in some way. For instance, through agreements to develop doctoral or master’s theses in the framework of their activity, or as part of advisory boards.

The author has not yet submitted a copy of the full paper.

Presentation type: Individual paper
Theme: Society
Area of interest: Building a theoretical basis for science communication

Communicating science to the very young through play

Author: Claire Concannon – Otago Museum, New Zealand

Co-authors:
Craig Grant – Otago Museum
Nathalie Wierdak – Otago Museum

Early childhood interactions with science shape young learners’ self-conceptions and aspirations in science, as well as facilitating the development of skills that give long term learning advantages. Interestingly, recent evidence has demonstrated that even very young children are cognitively capable of hypothesis testing and causal inference, key aspects of the scientific method. However, this continues to be an audience that is poorly targeted by science engagement initiatives in New Zealand.

Here we describe the initial phases of the Kia Rapua – Science Playground pilot project aimed at very young learners (4-7 years old). Kia Rapua in Te Reo Māori means ‘Go Explore!’ and reflects the core idea behind the project – to create a playful environment that fosters scientific thinking by giving young children and their caregivers the ideas and materials to exercise their natural curiosity. The portable science playground will travel to four partner preschools around Dunedin.

A review of the literature provided an overview of best practice criteria for designing science activities for the very young, which have been applied to the playground design. Science for this age group is a process of exploration and questioning. Clear scientific concepts underpin the five broad themes of the playground interactives, which have been drawn from the children’s environment and are designed to provide opportunity to be explored from multiple perspectives.

Early childhood educator workshops were developed around the same criteria and run with 15 preschool partner educators. Pre workshop surveys and workshop evaluation indicate that before the workshops participants had a very narrow concept of what science is and little confidence in their ability to develop their own science activities. The workshops received positive feedback and further requests indicate a continued demand. These evaluation results will be discussed as well as the challenges of applying best practice theory to practical playground design.

Presentation type: Visual talk
Theme: Stories
Area of interest: Applying science communication research to practice

Exploring perceptions about the educational use of augmented reality

Author: Rebecca John – Centre for Science Communication, University of Otago, New Zealand

Co-authors:
Ross Johnston – Centre for Science Communication, University of Otago
Nancy Longnecker – Centre for Science Communication, University of Otago

Augmented Reality (AR) is an emerging technology that could benefit learning experiences in an interactive and collaborative manner. AR superimposes graphic content onto a real view of the world, shaping the way we perceive and interpret information. This study explored the benefits and challenges of using AR as an educational tool, in particular with science and technology education.

The science communicated in this study focused on climate change and evolution through a prehistoric journey of Antarctica. A geological perspective showcases palaeontological discoveries of fossils found in Antarctica. The augmentation of fossils aimed to enhance visual storytelling by bringing the fossils to life. The exploration of fossils and palaeo-puzzles further enhanced scientific enquiry skills for tactile and visual learners.

Analysis of the literature and interview data revealed trends in AR benefiting spatial learning and storytelling enhanced by the immersive properties of AR. Creating stories through the lens of AR explores new possibilities to communicate science through 3D storytelling. Findings are discussed in relation to the interactive benefits of virtual models and animations that aimed to visualise scientific processes and phenomena by annotating the physical environment.

Educators and IT designers were interviewed to explore their perceptions on the production and use of AR for education purposes. Educators who were interviewed confirmed that AR was effective for learning through the creation of digital content to augment more traditional two-dimensional representations. IT designers interviewed emphasised the importance of blending real and digital content to benefit intuitive and immersive experiences.

The author has not yet submitted a copy of the full paper.

Presentation type: Visual talk
Theme: Science
Area of interest: Teaching science communication

Empirical studies on the science culture index – Comparison study among EU-China-Indian

Author: Xuan Liu – National Academy of Innovation Strategy CAST, China

Co-authors:
Martin Bauer – LSE, UK
Zhengfeng LI – Tsinghua University
Hui LUO – National Academy of Innovation Strategy, China
Rajesh Shukla – PRICE, India
Ahmet Suerdem – Bilgi University, Turkey

The process of modernisation is generally understood as to unleash the productive power of science and technology into society and to fuel economic growth for well-being. Science culture play a role in engaging citizens to STI and maintaining an environment for productivity. One must expect that the “gap” between culture and science may manifest itself differently in the various regions of the world. This is an eminently empirical question for the engagement of citizens into responsible research and innovation. We might happily admit that science is a global affair, but the culture of science remains bound by local morality (Bauer, 2015b).

In this roundtable discussion, we emphasize the need for extending FRASCATI and OSLO Manuals of defining performance indicators of science, technology and innovative capacity, and to include subjective indicators of culture of science and innovation. Indicators of science culture are part of the modern quest of harnessing economic productivity for the benefit of society. We demonstrate new procedures for constructing cultural indicators of STI based on subjective attitude data. For this purpose we rely on data mining of data sources accumulated in Eurobarometer databases since the 1980s. These databases cover information about cognitive, evaluative and affective dimensions on which individuals relate science in their everyday life. Our ongoing research concerns the General S&T surveys in the Eurobarometer series1989 to 2013 (EB 31; EB 38.1; EB 55.2; CCEB 2002.3; EB 63.1 and EB 78.1, EB79.2; N=1000 per country), the All India Science Report of 2004, and the China surveys of science literacy of 2010 and 2015. We will present analysis of science culture leading into a typology of different cultures from Europe, India and China.

The author has not yet submitted a copy of the full paper.

Presentation type: Roundtable discussion
Theme: Science
Area of interest: Influencing policies through science communication

Passive communicators: Investigating Chinese scientists’ interaction with media

Author: Hepeng Jia – Cornell University, United States

Co-authors:
Lin Shi – Tsinghua University
Dapeng Wang – China Research Institute for Science Popularization (CRISP)

Examining scientists’ interaction with media is a key theme of science communication scholarship. But so far none systematic research has investigated how Chinese scientists deal with media. Through an online survey responded by more than 500 Chinese scientists, we found that although nearly all of them considered public science communication important, only a small portion of Chinese scientists regularly had media contacts. Chinese scientists’ low media interaction is both a result of the lack of incentives in their assessment system and related to their distrust of media, the perceived limited role of media in Chinese science policymaking, and insufficient institutional supports to help them link to and deal with media. More specifically, 52% of surveyed scientists did not have media contact in the past year, and receiving media interviews was the least popular science communication activity listed by surveyed scientists, accounting for only 8.6%.

Scientists’ low evaluation of the media’s role and capacity in reporting science seems to be a major reason. More than 56% surveyees agreed or extremely agreed to the statement that science journalists often neglected important information in science and over 54% thought science journalists often used sensational way to report science. The passive media behavior of Chinese scientists was worsened by the underperformance of the PR staffs, or public information officers (PIOs), of their institutions. Some 47.6% scientists said in the past year, the PR persons have never contacted them while only 3.2% of surveyed scientists said they were moderately reached by their PIOs.

Our result highlights not only the necessity to work out more policy incentives to promote science communication, but also the urgency to narrow the gap between science and media through various interaction activities. Research institutions’ publicity function must also be enhanced to help scientists better cope with media.

The author has not yet submitted a copy of the full paper.

Presentation type: Individual paper
Theme: Science
Area of interest: Investigating science communication practices

Key elements for communication and strengthening of the relationship: First steps to develop bicultural partnerships for amphibian conservation in New Zealand

Author: Javiera Cisternas – University of Otago, New Zealand

Co-authors:
Phillip J. Bishop – Department of Zoology, University of Otago, New Zealand
Jennifer M. Germano – Department of Conservation, New Zealand
Nancy Longnecker – Centre for Science Communication, University of Otago, New Zealand
Priscilla M. Wehi – Landcare Research, New Zealand

Communication, trustworthiness and understanding are essentials for bicultural partnerships, which are well-recognized tools for biodiversity conservation. New Zealand has opportunities to develop bicultural partnerships, given the legal framework that ensures Māori (New Zealand’s indigenous people) are consulted on management decisions of their treasured species (taonga).

This study analyses the relationship developed between frog-researchers and two Māori tribes (iwi) during a frog conservation translocation. Frog-researchers visited the iwi involved to invite them to collect scientific data and share information about the frogs via booklets, talks and educational activities. Māoriparticipants were interviewed to record elements of their traditional knowledge related to frogs. Moreover, the relationship of the first author with both iwi was recorded through ethnography. This information was used to identify key elements that foster the development of a strong relationship.

Our results suggest that Māori deeply appreciate the opportunity of working together with non-Māori scientists. “It’s quite a privilege to be in the same company as scientists, researchers and philanthropists, … and we encourage those kinds of relationships, … because the knowledge that comes just keeps flowing and it all makes sense” (Interviewee 5).

Furthermore, we identified as an opportunity of sharing knowledge the activity of collecting field data together. “We were walking and touching the plants that covered the trunks in that forest when a Māori representative highlighted to me the fact that the humidity felt in those plants was different between different exposition of the trunk. Afterwards, I included this habitat feature within comparative analyses of the translocation research and resulted in a significant feature related to the humidity conditions suitable for this frog species” (Ethnography first author).

We conclude that respectful communication, including written and face-to-face interactions, are essential for the development of a strong relationship and vital to have in potential future bicultural partnerships.

The author has not yet submitted a copy of the full paper.

Presentation type: Show, tell and talk
Theme: Society
Area of interest: Building a theoretical basis for science communication

Constructing the framework of risk governance for free opening science and technology centers in China

Author: Xiangdong Liu – National Academy for Innovation Strategy, CAST, China

Co-authors:
Xiang Li – National Academy for Innovation Strategy, China As
Hongwei Wang – National Academy for Innovation Strategy, China Association for Science and Technology

Chinese government have been putting force in the free opening of science and technology centers since 2015. The free opening policy led to a series of problems and potential problems such as policy risk, safety risk, financial risk and consensus risk, all of them have been increasing sharply in the recent 2 years. However, attention to these risks are extremely poor and essential system for risk control was not well constructed. Based on a survey to the free opening science and technology centers in China which was conducted by National Academy for Innovation Strategy at the national level, this research made identification, evaluation and typology to current risks in free opening science and technology centers. Furthermore, thanks to the efficient data collection and the sufficient analysis to the raw data, a co-governance system based on stakeholders was proposed in this paper to promote the work of free opening in continually.

The author has not yet submitted a copy of the full paper.

Presentation type: Individual paper
Theme: Society
Area of interest: Applying science communication research to practice

How to evaluate science communication impact using survey methods

Author: Eric Jensen – University of Warwick, United Kingdom

Co-authors:
Eric Kennedy – Arizona State University
Joseph Roche – Trinity College Dublin
Brady Wagoner – University of Aalborg

Are you feeling uncertain about how to set up a survey-based impact evaluation of science communication events, exhibitions or activities, or looking to explore your options? Surveys can be a great tool for learning about science communication audience expectations, quality of experience and impact. However, accurate measurement of audience outcomes requires following principles of survey research methodology that have been developed over decades of research in the social sciences. This workshop presents some of the highlights from this existing body of knowledge, identifying the strengths and weaknesses of different options. This event includes presentations some ‘top tips’ on how to design good questionnaires and observation-based evaluations, as well as time for discussion to address the specific challenges that attendees face. In addition, the workshop addresses the role of longitudinal methods in evaluating impacts with questionnaires. This practical workshop offers a very brief introduction to good practice in questionnaire design for science communication evaluation. This includes how to evaluate existing survey questions and develop new ones for quantitative evaluations. The workshop will be present methods and results from a number of key European science communication examples, including the European Commission-funded PERFORM project (perform-research.eu) and European Researchers Night.
The author has not yet submitted a copy of the full paper.

Presentation type: Workshop
Theme: Science
Area of interest: Investigating science communication practices

Evaluating the effectiveness of a science communication MOOC

Author: nusuya Chinsamy-Turan – University of Cape Town, South Africa

Co-authors:
Andrew Deacon – University of Cape Town
Eric Jensen – University of Warwick
Janet Small – University of Cape Town

With a longstanding commitment to public communication of her scientific research, the lead author has explored various methods over the years: popular-level talks, articles, and books. She became interested in the potential of Massive Open Online Courses (MOOCs) to reach wider audiences, permit researchers to share their work more globally, and most importantly to allow for greater access to knowledge. Together with colleagues at UCT, we developed a MOOC called ‘Extinctions: Past and Present’, that launched in 2017. The course includes videos in a lecture style, along with conversational interviews with scientists, and site visits to interesting places. The Extinctions MOOC ran three times in 2017 and attracted over 6,500 enrolments, from 130 different countries. While nearly half were from Europe, there was also significant enrolment in Africa (19.5%) and Asia (16.4%). Our MOOC was very well received – so much so the course currently features on the public MOOC aggregator site, Class Central’s 2017 list of Top 50 MOOCs in the world out of over 7400 MOOCs from 8500 Universities worldwide.

It is well recognised that improving communication between scientists and the public calls for improved evaluation to understand what is working and why, not simply more science promotion and engagement initiatives for their own sake. Measuring the impact of science communication initiatives on target audiences requires a careful process of developing clear objectives and a linked evaluation design focus on course-relevant outcomes to inform practice. In contrast, the standard evaluations of MOOCs are driven by generic questions about audience characteristics, motivation to learn online and the online experience. Dissatisfied with the limitations of the standard approach, we developed a repeated measures evaluation (pre-, intermediate and post-experience surveys) to gauge the impact of the science engagement experience in the MOOC, as well as whether course-relevant attitudes had changed through the learning experience. Thus, we were interested in understanding the impact of the science communication, that is, ‘what knowledge do people come with, and what do they take away after the learning engagement?’. The evaluation assessed attitudes, interests and awareness relating to the topic of extinctions, in the past and in the future. Our repeated measures instrument was designed to track effects on outcomes at the individual level (i.e. individual participant responses were tracked). While not all participants responded to each survey, we were able to get over 400 respondents for both pre- and post- surveys. These data have permitted us to evaluate the shift in certain perceptions and attitudes of the participants, and allowed us to interrogate the impact of the MOOC in a level of depth that has not been achieved previously with this type of science engagement initiative.

Without effective evaluation methods, the real value of science communication practice for its intended beneficiaries cannot really be assessed. Good impact evaluation requires early planning, clear objectives from practitioners, relevant research skills and a commitment to improving practice based on outcomes of the evaluation.

The author has not yet submitted a copy of the full paper.

Presentation type: Individual paper
Theme: Science
Area of interest: Applying science communication research to practice

Preaching to scientifically converted audiences: Evaluating social inclusion at science festivals and events

Author: Eric Jensen – University of Warwick, United Kingdom

Co-author: Eric Kennedy – Arizona State University

Scientific institutions internationally are increasingly embracing values of social inclusivity and public engagement with science. But how do these dimensions of social inclusion and public engagement with science intersect? Science festivals and events have rapidly expanded in recent years as an outgrowth of these values, aiming to engage and educate the public about scientific topics and research. While resources invested in public engagement with science by scientists, universities, and governments are admirable in principle; this study indicates that their ambition to broaden the reach of science may be going unrealized in practice. Using data from three major UK science festivals, we demonstrate such events are disproportionately reaching economically privileged and educated audiences already invested in science, as opposed to diverse and broadly representative samples of the general public. Our results demonstrate that these science festivals are falling short of their aims to make science accessible to a broad audience. There is a clear need for improved practices and on-going evaluation to ensure science festivals include those who are not already scientifically converted. To complement these findings, results are presented from recent research conducted with a diverse range of young people in different European countries around their responses to science communication events. This European Commission-funded research project (PERFORM – perform-research.eu) shows another potential side to science communication events, revealing the role of participatory approaches in developing social inclusive science communication. Meanwhile, this same research project highlights new social inclusion challenges relating to the role of social media in engaging young people with science in the contemporary age.

The author has not yet submitted a copy of the full paper.

Presentation type: Individual paper
Theme: Science
Area of interest: Investigating science communication practices

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