scholarly journals A Framework for Understanding the Nature of Questions Asked by Audience Participants at Science Cafés

2021 ◽  
Vol 6 ◽  
Author(s):  
Nina M. Nesseth ◽  
Amy M. Henson ◽  
Chantal L. Barriault
Keyword(s):  
Public Engagement ◽  
Learning Goals ◽  
Question Asking ◽  
Public Science ◽  
Audio Recordings ◽  
Science Engagement ◽  
Asking Questions ◽  
Open Dialogue ◽  
Taxonomic Framework ◽  
Science Cafe

Science Cafés are events designed as public engagement tools that create the opportunity for open dialogue between members of the general public and experts on the issue being discussed at the event. This study explores the nature of questions being asked by audience participants during discussion sessions of Science Café events. It was conducted by coding audio recordings of audience participant engagements at 41 Science Café events held between 2010 and 2019. The result of this analysis produced a novel taxonomic framework to describe audience participant behaviors in terms of their learning goals. This framework was evaluated by applying it to samples of Science Café question data selected by Science Café topic theme. Comparisons between question-asking behaviors for specific Science Café topics and overall trends in question-asking behaviors for all Science Cafés revealed significant changes in audience participant learning goals when asking questions at Science Cafés centered on different topic types. Implications for understanding Science Café audiences and potential developments for Science Café events as public science engagement tools are discussed.

Citizen Science as a Means for Increasing Public Engagement in Science

2017 ◽  
Vol 39 (2) ◽  
pp. 142-168 ◽  
Author(s):  
Victoria Y. Martin
Keyword(s):  
Citizen Science ◽  
Public Engagement ◽  
Societal Impact ◽  
Science And Society ◽  
Public Science ◽  
Science Engagement ◽  
Public Engagement In Science

Citizen science is often assumed to increase public science engagement; however, little is known about who is likely to volunteer and the implications for greater societal impact. This study segments 1,145 potential volunteers into six groups according to their current engagement in science (EiS). Results show groups with high levels of EiS are significantly more interested in volunteering and more likely to participate in various research roles than those with lower EiS scores. While citizen science benefits some in science and society, its use as a strategy to bring about positive shifts in public science engagement needs to be reconsidered.

Sabiedrības iesaistes akcija “Lasi skaļi”: estētiskie un izglītojošie dzejas ieskaņošanas aspekti

Letonica ◽  
2021 ◽  
Author(s):  
Eva Eglāja Kristsone ◽  
Signe Raudive
Keyword(s):  
Cultural Heritage ◽  
Public Engagement ◽  
Read Aloud ◽  
Sound Processing ◽  
The Public ◽  
Recording Process ◽  
Audio Recordings ◽  
Classical Poetry ◽  
Societal Participation ◽  
The University

Keywords: children’s poetry, public engagement, reading aloud, recording of poetry, Veidenbaums The development of public engagement technologies has provided new ways of ensuring societal participation. Public engagement events developed by various institutions provide ways to combine learning about cultural heritage with individual participants. Poetry readings serve as one of the ways the sound of Latvian literature and particularly Latvian classical poetry can be updated. The authors of this article analyse the first two public engagement actions (“Skandē Veidenbaumu” and “Lasīsim dzejiņas” of the series “Lasi skaļi” (Read Aloud) launched by the Institute of Literature, Folklore, and Art of the University of Latvia. During these events, participants were given the opportunity to record thematically-selected poems in the audio recording booth of the Latvian National Library or, as an alternative, to record a poem on their computer or mobile device and upload them to the action site. The events combined the creation of a recorded body of poetry readings with related educational content and represent one of the newer educational methods for reaching the general public and some of its subgroups (children, pupils, students, etc.). Through these events, the public was given the opportunity to become acquainted with Latvian cultural heritage while simultaneously creating new cultural artifacts. The participants creatively used different approaches of performance, recording the poems in a variety of voices, singing, or even incorporating digital sound processing programmes. They actively seized on the opportunity to create new versions of poems that had already been set to music. The main reasons for rejecting any particular recording were buffoonery or cursing during the recording process, or having left the recording unfinished. Both events resulted in more than 4,500 audio recordings which were then stored in the digital archive of the Institute. The set of recordings could be of interest to researchers in the fields of linguistics, sociolinguistics and computer linguistics, as it provides a unique representation of pronunciation during a specific period of time performed by people of different ages, genders, and nationalities.

scholarly journals Public science communication in Africa: views and practices of academics at the National University of Science and Technology in Zimbabwe

2016 ◽  
Vol 15 (06) ◽  
pp. A05 ◽  
Author(s):  
Heather Ndlovu ◽  
Marina Joubert ◽  
Nelius Boshoff
Keyword(s):  
Science Communication ◽  
Science And Technology ◽  
Popular Media ◽  
Peer Communication ◽  
Policy Makers ◽  
Public Science ◽  
The Public ◽  
Science Engagement ◽  
National University ◽  
Funding Environment

This study of the science communication views and practices of African researchers ― academics at the National University of Science and Technology (NUST) in Zimbabwe ― reveals a bleak picture of the low status of public science engagement in the developing world. Researchers prioritise peer communication and pay little attention to the public, policy makers and popular media. Most scientists believe the public is largely not scientifically literate or interested in research. An unstable funding environment, a lack of communication incentives and censoring of politically sensitive findings further constrain researchers' interest in public engagement. Most NUST academics, however, are interested in science communication training. We suggest interventions that could revive and support public science engagement at African universities.

scholarly journals Synthetic biology in the Science Café: what have we learned about public engagement?

2012 ◽  
Vol 11 (04) ◽  
pp. A02 ◽  
Author(s):  
Erin L. Navid ◽  
Edna F. Einsiedel
Keyword(s):  
Synthetic Biology ◽  
Public Engagement ◽  
Public Awareness ◽  
The Public ◽  
Upstream Engagement ◽  
Safety Science ◽  
Potential Applications ◽  
Potential Benefits ◽  
Potential Risks ◽  
Science Cafe

Engaging the public on emerging science technologies has often presented challenges. People may hold notions that science is too complicated for them to understand and the venues at which science is discussed are formal and perceived as  inaccessible. One approach to address these challenges is through the Science Café, or Café Scientifique. We conducted five Science Cafés across Canada  to gauge public awareness of synthetic biology technology, its potential applications, and to evaluate the effectiveness of the Science Café platform as a  knowledge-translation tool. Café participants were excited about the potential benefits of synthetic biology technology, but also concerned about the potential  risks. And while participants trusted scientists to carry out their research, there was limited confidence that regulators would ensure public safety. Science  Cafés as a forum for science to meet society were viewed positively for the relaxed atmosphere, small crowd size and informality of the venue. We conclude  that Science Cafés are an effective upstream engagement platform for discussing emerging science technologies.

scholarly journals Use of a Mobile Anonymous Question-Raising System to Assist Flipped-Classroom Learning

2020 ◽  
Vol 14 (03) ◽  
pp. 66
Author(s):  
Chien-Hung Lai ◽  
Bin-Shyan Jong ◽  
Yen-Teh Hsia ◽  
Tsong-Wuu Lin
Keyword(s):  
Flipped Classroom ◽  
Learning Goals ◽  
Classroom Setting ◽  
Classroom Learning ◽  
Digital Platform ◽  
Video Lectures ◽  
Educational Experiment ◽  
Asking Questions

Flipped classroom emphasizes the following. First, the instructor uses a digital platform to store course contents, including video lectures. Then, students retrieve these contents from the platform and learn by themselves before class. Finally, the instructor helps the students acquire their knowledge by asking questions in class, thereby helping the students to attain their learning goals. In previous studies, it was found that students might be affected by their peers and their own personalities, causing them not to express their opinions and views; this in turn might cause the students not to learn well; in some extreme cases, some students might even give up entirely. To solve the problem that students may hesitate to ask questions in class, this research developed a mobile anonymous question-raising system (MAQ) and used it to help students raise questions. By conducting an educational experiment, it was found that the use of MAQ in class could indeed help students to learn better in a flipped classroom setting.

scholarly journals Draft Chapter – Science and the Swiss Public: Science-related Perceptions and Sources of Information in Switzerland

2020 ◽  
Author(s):  
“Communicating Sciences and Arts in Times of Digital Media”
Keyword(s):  
Digital Media ◽  
Public Engagement ◽  
Science Communication ◽  
The State ◽  
Expert Group ◽  
Sources Of Information ◽  
Public Science ◽  
Arts And Sciences ◽  
Public Engagement With Science ◽  
Group Report

"Science and the Swiss Public" is an Excerpt from of the Upcoming Expert Group Report “Science in Public: The State of Science Communication and Public Engagement with Science in Switzerland”, to be published in 2021 by the Expert Group “Communicating Sciences and Arts in Times of Digital Media” of the Swiss Academies of Arts and Sciences. Readers are Invited to Provide Feedback as Outlined on the First Pages of the Preprint. Cite as: A+ Expert Group “Communicating Sciences and Arts in Times of Digital Media” (2020). Draft Chapter – Science and the Swiss Public: Science-related Perceptions and Sources of Information in Switzerland.

Inspired by the Cosmos: Strategies for Public Engagement in Nonpolicy Contexts

2018 ◽  
Vol 40 (6) ◽  
pp. 808-818
Author(s):  
Danielle DeVasto ◽  
Jean Creighton
Keyword(s):  
Science Policy ◽  
Public Engagement ◽  
Public Science ◽  
Engagement Strategies ◽  
Scholarly Attention

Public engagement scholarship has explored science-policy settings at length. This work is being complemented by growing scholarly attention to engagement outside of policy spaces. As this expanding focus indicates, these spaces, where publics engage science with lower stakes and less confrontation, should be taken seriously. We explore what engagement in such contexts can look like, offering insights from one site, the planetarium. When coupled with a commitment to fostering public-science conversations, engagement strategies like dialogue, storytelling, analogy, and fostering agency can be instrumental for publics to be heard, which can enrich the efforts of nonpolicy venues. In turn, studying nonpolicy contexts can broaden our understanding of engagement.

scholarly journals Gender differences in question-asking at the 2019 American Society of Hematology Annual Meeting

2020 ◽  
Vol 4 (21) ◽  
pp. 5473-5479
Author(s):  
Saira Moazzam ◽  
Lynn Onstad ◽  
Heather O’Leary ◽  
Ariela Marshall ◽  
Ifeyinwa Osunkwo ◽  
...  
Keyword(s):  
Annual Meeting ◽  
Gender Gap ◽  
Extensive Literature ◽  
Question Asking ◽  
Professional Experiences ◽  
Asking Questions ◽  
American Society ◽  
New Research ◽  
Speak Up ◽  
Experiences Of Women

Abstract Attendance at professional conferences is an important component of career development, because conferences are a major forum for presenting new research, interacting with colleagues and networking. An extensive literature documents differences in the professional experiences of women and men, including experiences at professional conferences. We hypothesized that women are less likely than men to ask questions at conferences, thus forgoing opportunities for professional development. To address this issue, we analyzed the question-asking behavior of women and men at the 2019 Annual Meeting and Exposition of the American Society of Hematology. In all, 112 sessions (55% of those eligible) were randomly chosen for coding, yielding data on 577 presentations. Although approximately 50% of moderators and speakers were women, the proportion of questions asked by women was significantly lower compared with the estimated proportion of women attending the conference (23% vs 39%; P < .0001). Women were more likely to ask questions if another woman asked the first question or if the session topic was red cells. These results suggest that although women are represented equally as moderators and speakers, they are less likely to engage in the postpresentation discourse by asking questions. Encouraging women to speak up in professional situations and providing training on question-asking skills can help address this gender gap that potentially contributes to disparities in professional visibility and career advancement for women in hematology.

scholarly journals INVESTIGATION OF CLASS TEACHERS’ OPINIONS ABOUT QUESTION ASKING SKILL, QUESTIONING STRATEGIES AND QUESTION TYPES

2021 ◽  
Vol 8 (2) ◽  
Author(s):  
Coşkun Küçüktepe ◽  
Emre Çakmakcı
Keyword(s):  
Primary School ◽  
Structured Interview ◽  
Question Asking ◽  
School Class ◽  
Question Types ◽  
Questioning Strategies ◽  
Service Training ◽  
Asking Questions ◽  
Quality In Education ◽  
The City

In the current study, it was aimed to determine the opinions of primary school class teachers about their question asking skill, questioning strategies and the question types they use. The study employed the survey model, one of the qualitative research methods. In line with the purpose of the study, interviews were conducted with 52 primary school class teachers working in state and private schools in the Büyükçekmece district of the city of İstanbul. The data collected with a semi-structured interview form were analyzed by using the descriptive and content analysis methods. According to the results of the study, it was concluded that while determining the purposes of the questions they ask, the primary school class teachers mostly focus on evaluation, that the types of questions they use do not go beyond measuring the information possessed by students, that they think that the main advantage of asking questions is receiving feedbacks, that they think that knowing question asking strategies enables the teacher to improve the quality in education and that they think that the questions asked should be in compliance with the subjects and objectives. In light of these findings, it can be suggested that seminars and in-service training about question asking strategies should be given to teachers. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0798/a.php" alt="Hit counter" /></p>

Effects of Prior Knowledge, Crowding, and Congruence of Subjects' and Others' Goals on Question Asking in an Unfamiliar Setting

1989 ◽  
Vol 64 (1) ◽  
pp. 131-145 ◽  
Author(s):  
Urs Fuhrer
Keyword(s):  
Social Anxiety ◽  
Prior Knowledge ◽  
Strong Evidence ◽  
Career Planning ◽  
Question Asking ◽  
Experience Of Stress ◽  
Asking Questions ◽  
First Time ◽  
Placement Center ◽  
Field Setting

An analysis of how newcomers learn to act in an unfamiliar setting was aimed at uncovering the use of the competence of one particular member of the setting by asking questions of him. The study was designed to test the effects of high vs low setting-specific prior knowledge, high vs low densities and high vs low congruence of subjects' and others' goals in a field setting (career planning and placement center) on both the number of questions asked and social anxiety by 64 first-time users (freshmen). The present study shows that a setting-specific cognitive means, such as prior knowledge, and congruence of subjects' and others' goals reduce the experience of stress from crowding and social anxiety which, in turn, leads to an increase in question-asking. Although there is strong evidence that both prior knowledge and congruence of subjects' and others' goals reduce the newcomer's perception of social anxiety, it is also possible that they enhance the newcomer's knowledge of others' competence which, in turn, affects social anxiety and influences question-asking.

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