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Communicating science: A novel frame of reverence.

机译:传播科学:一种崇敬的新颖框架。

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摘要

Scientists, science educators, and communicators commit an enormous amount of effort to promote science literacy but the evidence suggests that we consistently fail to produce results that scale with the investment. Thus there is a growing motivation to call on informal science communication to contribute to the goal of improving the public understanding of science. Since constructivist approaches to formal science pedagogy are one area that has seen modest success, this project seeks to develop a more theoretically founded constructivist approach to informal science communication. The research specifically addresses the public perception of science by focusing on phenomenological and affective responses to science content.;It is reasoned that the prevailing "two-culture" antagonism between science and the humanities manifests ultimately in an underappreciated spectrum of personal, cultural, and environmental ills. By suggesting links to science literacy and negative perceptions of science, this research may offer insights to improve the human condition. As the research advanced from theory to practice it evolved by necessity into an endeavor to vertically integrate science and the humanities. The result is a practical framework for science communication that is; based on existing knowledge because it is transacted from accepted resources; boundary-crossing because it integrates insights from across disciplinary divides; and pragmatic because it is negotiated directly from the cultural problems previously linked to negative perceptions of science. The conclusions of this study may be especially useful for improving communication of science to the public, informal science education, and science for non-science majors.
机译:科学家,科学教育者和传播者为提高科学素养付出了巨大的努力,但有证据表明,我们始终未能产生与投资成正比的结果。因此,越来越多的人呼吁非正式的科学交流,以促进提高公众对科学的理解的目标。由于对形式科学教学的建构主义方法已经取得了一定程度的成功,因此该项目旨在开发一种在理论上建立起来的对非正式科学传播的建构主义方法。该研究通过关注现象学和对科学内容的情感反应来专门解决公众对科学的看法。有理由认为,科学与人文学科之间普遍存在的“两种文化”对抗最终表现为对个人,文化和社会的认识不足。环境方面的弊病。通过暗示与科学素养和对科学的负面看法的联系,这项研究可能会提供改善人类状况的见解。随着研究从理论到实践的发展,它必然发展成为一种将科学与人文学科纵向整合的努力。结果是科学交流的实用框架。基于现有知识,因为它是从公认的资源中进行交易的;跨越边界,因为它整合了跨学科分歧的见解;之所以务实,是因为它是直接从先前与否定性科学认识有关的文化问题中解决的。这项研究的结论对于改善与公众的科学交流,非正式的科学教育以及非科学专业的科学尤其有用。

著录项

  • 作者

    Blundell, Richard.;

  • 作者单位

    State University of New York at Buffalo.;

  • 授予单位 State University of New York at Buffalo.;
  • 学科 Education Sciences.;Environmental Sciences.;Education Curriculum and Instruction.
  • 学位 M.Ed.
  • 年度 2009
  • 页码 103 p.
  • 总页数 103
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 自然科学教育与普及;教育;环境科学基础理论;
  • 关键词

  • 入库时间 2022-08-17 11:37:39

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