Make it relevant? Engage emotionally?: Motivating publics in a science communication experience

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Make it relevant? Engage emotionally?: Motivating publics in a science communication experience

Author: Graham Walker – CPAS, Australian National University, Australia

Science communicators often stress the need to make messages ‘relevant’, or engage with people on an ‘emotional level’, but what do these terms mean, and if communication has these qualities from publics’ perspectives, what effect does it have? Understanding this at the individual level underpins transforming science-society relationships.

Relevance is critical to impactful communication, however specific in-depth research on relevance is limited in science communication, except in the science-policy space (e.g. Cash et al., 2003). Recent research in educational psychology conceptualising relevance as a continuum from personal association, to personal usefulness, to identification (Priniski et al., 2018) or as the connection between content and identity (Hartwell & Kaplan, 2018) – this latter model validated in a biology context – may be helpful for science communicators. Similarly, emotions are central to effective science communication (Davies & Horst, 2016), however as a field we are only beginning to rigorously investigate which emotions are critical and in which contexts (e.g. Yeo, Sun, McKasy, & Shugart, 2019).

This paper shares research on the relationship between relevance and emotion (curiosity, surprise, interest and enjoyment) and resulting motivation during a science communication event. The research quantitively measured these variables during a series of youth-focussed science presentations (n=342), then modelled relationships with the aim of establishing which factors were associated with motivating audiences and transforming their intended behaviour. Relevance was critical, and emotions including surprise and curiosity had significant effects, though others did not. The findings suggest specific areas for science communicators to focus on if their primary aim is to motivate.

As science communication moves towards participatory models with greater involvement of publics, understanding better how people judge relevance in science and its communication, and the role of emotional reactions, are key areas to explore if our work is to transform individuals and societies.

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

Presentation type: Individual paper
Theme: Time

Growing science communication in developing regions

Author: Graham Walker – CPAS, Australian National University, Australia
Co-authors:

  • Bhamini Kamudu – Rajiv Gandhi Science Centre, Mauritius
  • Kenneth Monjero – KALRO Science Centre Kenya, Kenya

We often ask what, but here we ask where is the future of science communication? One third of the world’s population is predicted to be living in Africa by 2050, however, with respect to science centres, as a whole Africa is being left behind. This session shares research on science communication capacity building in Africa, along with developing a theoretical base for such by synthesising models from development studies with those from science communication.

15 participants from Southern and East Africa (a small but representative sample given the sector’s size) in a science communication capacity building program focussed on science centres and outreach were investigated using traditional needs-based and contemporary asset-based development conceptualisations. These development theories parallel deficit and participatory approaches, respectively, within science communication and demonstrate synergies between the fields. Along with theoretical common ground, science communication plays a key role in the practicalities of development including progressing the UN Sustainable Development Goals – in this way science communication needs to be part of creating a sustainable future.

Data showed staffing, funding, governments, host institutions, and audiences are prominent needs and assets, networks are a major asset, and identified other influential factors. Analysis suggests a model for growth involving coordination on three-levels: (1) individual ‘pioneers’, (2) host institutions such as universities, cultural museums and research organisations, and (3) government policy and associated departmental capacity.

Case-studies showing this model in action from Africa and the Pacific Islands will be shared, along with discussion of how developed countries and established science communicators can play a constructive role – a practical outcome from the session will be connecting PCST delegates who are interested in capacity building with suitable programs and partners in Africa and/or the Pacific.

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

Presentation type: Individual paper
Theme: Time

If you want to go far, go together – partnerships to create African science centres

Author: Graham Walker – CPAS, Australian National University, Australia

As science communication becomes a global endeavour, organisations in affluent developed and poorer developing countries are establishing partnerships to build science communication capacity. It seems both apt and morally responsible that societies that place value on communicating science should share such practices with disadvantaged societies in which it is absent. This raises practical questions, e.g. which models are effective; what are the barriers and promoters to building capacity? In addition, there are deeper philosophical questions with profound practical implications – e.g. how can programs be relevant, acknowledge place and culture, ensure ownership, and not repeat colonialist mistakes? Critically, which approaches do organisations in developing countries want?

This paper addressees these questions using a case study of an Australian National University capacity building program Science Circus Africa which aims to develop science centres, science outreach programs and broader science communication capacity across Africa. While science journalism, training of scientists and other forms of science communication are developing across the continent, science centres and informal science learning and programs to develop them are sadly lacking – the vast area between South Africa and Egypt has only three science centres. Science Circus Africa – working hand in hand with passionate African partners – is making progress to change that.

The program includes training and outreach projects reaching over 68,000 people in seven countries – with the African organisations trained now reaching far more – along with intensive training for African science communicators in Australia. To answer the questions above, longitudinal quantitative and qualitative research on the training program will be presented – focussing on the often-overlooked viewpoints of trainees – along with reflections on programs in Africa which the author has been running since 2003. This evidence will be distilled to establish the qualities of effective science communication capacity building for the developing world.

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

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

Getting all emotional about communicating science

Author: Graham Walker – CPAS, Australian National University, Australia

Emotions are a key aspect of effective science communication (Davies & Horst, 2016), but which emotions are critical and what is the underlying mechanism of eliciting them? This performance answers this question using the medium of ‘science shows’ – presentations combining live science demonstrations with dramatic delivery – as used in science centres globally. Although a common science communication method, science shows receive little theoretical analysis. The performance will showcase the role of emotions and motivational states including surprise, interest, enjoyment, awe, curiosity and intrinsic motivation, based on the presenters PhD research. These psychological states will be illustrated via intriguing, entertaining and interactive demonstrations in a performance that fuses science show presenting with insights from emotion psychology relevant to science communication.

Recently, psychologists have broken down emotions into their component parts or ‘triggers’, termed appraisal theories of emotion. By dissecting emotions into the mental appraisals that lead to them, science communicators can fine-tune how they elicit them. The performance will discuss these appraisals and show how they can be manipulated, especially through the use of performance techniques, props and demonstrations – however links to other forms of science communication will also be made. Understanding relationships between emotions is also key for making them effective tools for science communicators. For example, how surprise leads to curiosity, or the tandem role of interest and enjoyment during play experiences or instances of psychological ‘flow’. These relationships will be brought to life vividly in the performance.

Science communicators and psychologists tackle common problems, however sharing between the disciplines is often limited. This performance addresses this shortcoming, while presenting ideas from contemporary emotion and motivation psychology that science communicators can use in their research and practice. However, in keeping with the format of the session, these fundamental ideas in communication will be very much performed.

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

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

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