Learning Physics at Science Centers

“Go to temples of science and ideas of Europe. Imitate the Tugendbund, ‘the Union of Virtue’, of which thousands of German youth are the members. Always keep the rule of ‘Fit soul is in fit body’ in mind” (Petrov, 2013, p. 72). This study aimed to show the similarities, in terms of expression, emphasis, and implication, in the about/mission/vision/goals/objectives of various science centers from around the world and in the basic themes derived from Snellman’s statement above, namely, Science for all, Science Centers for all, and Human welfare that he made as a challenge to not only his people but to everyone. Document and content analyses were applied in the study. Within the scope of these analyses, this study investigated the about/mission/vision/goals/objectives sections of websites of science centers from around the world (Asia, Europe, Global, Latin America/The Caribbean, North America, Africa). From this investigation, similar basic themes, derived from Snellman’s statement challenging his people/everyone to adopt this devotion to science, were found in the areas of i) expression in ASTC, CIMUSET/CSTM, CASC and SAASTEC; ii) emphasis in ECSITE, ASDC, ASCN and NSCF; and iii) implication in ASPAC, ASTEN, NCSM, ABCMC and Red-POP. These basic themes, as found in the about/mission/vision/goals/objectives of science centers, can, in effect, be narrowed down to the one theme of “cultural institutions will be a big part of human life” (Madsen 2017, p. 68) science centers in the global village (Touraine, 2016, p. 121) of the future.

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Collaboration Networks of the Implementation Science Centers for Cancer Control (ISC3): A Social Network Analysis

10.21203/rs.3.rs-1111782/v1 ◽

2021 ◽

Author(s):

Rebekah R Jacob ◽

Ariella R Korn ◽

Grace C Huang ◽

Douglas Easterling ◽

Daniel A Gundersen ◽

...

Keyword(s):

Social Network ◽

Social Network Analysis ◽

Network Analysis ◽

Implementation Science ◽

Scientific Collaboration ◽

Cancer Control ◽

First Year ◽

Science Centers ◽

Policy Dissemination ◽

Conducting Research

Abstract Background: Multi-center research initiatives offer opportunities to develop and strengthen connections among researchers. These initiatives often have goals of increased scientific collaboration which can be examined using social network analysis.Methods: The National Cancer Institute (NCI)-funded Implementation Science Centers in Cancer Control (ISC3) initiative conducted an online social network survey in its first year of funding (2020) to examine early scientific linkages among members (faculty, staff, trainees) and recognize areas for network growth. Members of the seven funded centers and NCI program staff identified collaborations in: planning/conducting research, capacity building, product development, scientific dissemination, practice/policy dissemination.Results: Of the 192 invitees, 182 network members completed the survey (95%). The most prevalent roles were faculty (60%) and research staff (24%). Almost one-quarter (23%) of members reported advanced expertise in implementation science (IS), 42% intermediate, and 35% beginner. Most members were female (69%) and white (79%). Across all collaboration activities, the network had a density of 14%, suggesting high cohesion for its first year. One-third (33%) of collaboration ties were between members from different centers. Degree centralization (0.33) and betweenness centralization (0.07) measures suggest a fairly saturated network (no one or few central member(s) holding all connections). The most prevalent and densely connected collaboration network was for planning/conducting research (1470 ties; 8% density). Practice/policy dissemination had the fewest collaboration ties (284), lowest density (3%), and largest number of non-connected members (n=43). Median degree (number of collaborations) varied across member characteristics and collaboration activities. Members with advanced IS expertise were more connected than intermediate/beginner groups for most activities (e.g., advanced IS members had a median of 24 capacity building collaborations (range: 4-58) vs. intermediate (median 9; range 2-53) and beginner (median 7; range 1-49) members. The number of practice/policy dissemination collaborations were similarly low across IS expertise levels (median degree 3 for advanced, 2 intermediate, 2 beginner). Conclusions: Results provide important directions for interventions within the ISC3 network to increase scientific collaboration and capacity, with a focus on growing cross-center collaborations and increasing engagement of under-represented groups. Findings will be used to capture infrastructure development as part of the initiative’s evaluation.

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Interactive Science Centers

Encyclopedia of Science Education ◽

10.1007/978-94-007-2150-0_322 ◽

2015 ◽

pp. 533-535

Author(s):

Mike M. Gore

Keyword(s):

Science Centers

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Become a Public Educator

10.1093/oso/9780197571316.003.0019 ◽

2021 ◽

pp. 233-240

Author(s):

Dennis Meredith

Keyword(s):

Public Education ◽

Communication Skills ◽

Information Needs ◽

Federal Grants ◽

Science Centers ◽

The Public ◽

Local Schools ◽

Broader Impacts ◽

The Media ◽

Broader Impacts Criterion

Even though your prime duty is to your research, becoming a public educator can serve both one’s research and the information needs of the public. It also serves your field as a whole. Public education can mean teaching a science appreciation course, giving public lectures, registering with the institution’s speakers bureau, and advising the media on science and technology. Working with local schools, mentoring young people, and helping science centers create exhibits are also productive activities and bring professional benefits. These activities teach valuable communication skills, meet the Broader Impacts Criterion of federal grants, highlight one’s own department and institution, and bring you visibility.

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