An explosive impact: How do science shows influence teenage audiences?

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An explosive impact: How do science shows influence teenage audiences?

Author: Shanii Phillips – University of Western Australia, Australia

Co-authors:

  • Ann Grand – University of Western Australia, United Kingdom
  • Miriam Sullivan – Curtin University, Australia

Science shows use the medium of theatre to communicate a science message, and are commonly performed in museums and science centres. We investigated the impact of science shows on high school students’ science study and career decisions, and compared the perceptions of teenage audiences with the strategies used by science show presenters. A mixed-methods approach was used: students completed pre- and post-show surveys and follow-up focus group, while semi-structured interviews were conducted with presenters. After watching a single science show, there was a significant increase in students’ motivation and confidence studying science. The most influential demonstrations were dramatic, and students valued relevant links between the demonstrations and the real world. Science presenters’ strategies generally aligned with what students enjoyed during the shows. Interestingly, there were noticeable differences in responses were found between presenters from different departments of the same organisation and presenters from a previous study conducted by Wendy Sadler (2004). This study has found evidence for the value of presenting science shows for teenage audiences and highlighted several opportunities for future research.

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

Presentation type: Visual presentation
Theme: Time

Science in silence: Breaking language and cultural barriers using science theatre

Author: Shanii Phillips – University of Western Australia. Australia

Theatre is a powerful medium to share ideas, promote change and bring communities together, and science theatre is no exception. Science shows are traditionally performed using a combination of demonstrations and explanations, using the spoken word to communicate scientific themes with the audience. They are usually performed to audiences who speak the same language and are from a similar cultural background. We (two science communicators, working at a science centre in Australia) toured an innovative science show to the Beijing Science Festival in 2019. To overcome language barriers, we presented the show without speech, performing a series of demonstrations exploring the properties of liquid nitrogen choreographed to music. Through modelling behaviour on stage of our own cultural values of science, including fun and curiosity, as well as the scientific process we were able to share our ideas despite potential language and cultural barriers, with many audience members engaging with us after each show. By continuing to push the boundaries of what we define as science communication, we can continue to construct new ways to craft connections, create meaning and share ideas with wider audiences.

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

Presentation type: Insight talk
Theme: Time

Sophisticated strategies of science presenters

Author: Shanii Phillips – University of Western Australia, Australia

Co-author:
Miriam Sullivan – University of Western Australia

Science performances, or science shows, combine scientific content with theatrical techniques to engage audiences with science. Despite the fragmented nature of the evidence of their effectiveness, science shows are commonly used in informal science learning, particularly in science centres, schools and museums. Existing research shows strong evidence to support performing science shows for informal science learning and as part of the school curriculum. Most of the literature investigating science shows has been focused on the audience, but what about the presenters who perform these shows? Semi-structured interviews were conducted with science presenters at Scitech, the Western Australian science centre, to explore how science presenters value their shows and reflect on their performance strategies. We discovered that presenters from different departments within the same organisation had different views on certain aspects of their shows. Most presenters had specific strategies for engaging high school audiences and kept the audience at the forefront of their mind, but they normally didn’t consciously think about the types of demonstrations they used. While this research provides a glimpse into the mind of the science presenter, further investigation is required to understand how well this matches with the opinions of their audiences.

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

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

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