China 2016: My understanding of the history of quantitative science communication

How I think about the history of quantitative science communication research …

Where its starts?

What do these two schools have in common?

Describes post-WWII emergence of

communication programs at large,

state universities (i.e. “land grant” schools)

Original, 1979 name of journal Science

Communication was Knowledge: Creation, Diffusion, Innovation

(changed in 1994)

Today: Lots of new (powerful) actors …

A. As states provide less money per student for universities

B. Universities turn to federal research funding to support work

C. More funding for science and health topics than other topics

https://www.insidehighered.com/sites/default/server_files/images/fterevenue(1).PNG?width=500&height=500

Image credits: Yuki Kimura, Tohoku University; Umberta Salvagnin, Yumlkrum, via Flirkr creative commons

The emergence of “NBIC” technologies …

BiotechnologyNanotechnology

Information Technology

Also …

Cognitive technology

Image credits: Rodrigo Gomez Sanz, Mike Beauregard, via Flirkr creative commonsClimate change

And don’t forget …

Nuclear energy

We’ll come back to specific topic research when we talk about research trajectories …

Phase I: Worry about science literacyPhase II: Worry about science attitudesPhase III: Worry about science engagement

I

IIIII

Phase I: Worry about science literacyPhase II: Worry about science attitudesPhase III: Worry about science engagement

+ All of the above

Phase I: Worry about science literacyPhase II: Worry about science attitudesPhase III: Worry about science engagement

+ All of the above

… and then every two years until …

Phase I: Worry about science literacyPhase II: Worry about science attitudesPhase III: Worry about science engagement

+ All of the above

In the U.K. …

Phase I: Worry about science literacyPhase II: Worry about science attitudesPhase III: Worry about science engagement

+ All of the above

Phase I: Worry about science literacyPhase II: Worry about science attitudesPhase III: Worry about science engagement

+ All of the above

Phase I: Worry about science literacyPhase II: Worry about science attitudesPhase III: Worry about science engagement

+ All of the above

Phase I: Worry about science literacyPhase II: Worry about science attitudesPhase III: Worry about science engagement

+ All of the above

Key point: Substantial interest in both science literacy and attitudes, with some recognition that “engagement” is important

Science communication practitioners love trying to fix

‘science literacy’

Science communication researchers see little evidence

that ‘literacy’ matters

Where are we now?

Clear calls for real “engagement”

Alan Leshner, former CEO of the AAAS

But practitioners still love literacy …

Science writers still love literacy …

22

Type of society

Inform/Educate

Interest/Excite

Defendscience

Show caring

Show openness

Frame issue

Show values

Hear others

Show expert

General 6.21 5.99 5.77 5.73 5.50 5.30 5.33 5.16 4.86Microbiology 6.27 6.01 6.03 5.78 5.47 5.38 5.37 5.23 4.97Geophysical 6.20 5.86 5.58 5.45 5.36 5.22 4.99 4.88 4.69Geological 6.19 5.93 5.91 5.57 5.40 5.15 5.15 4.88 4.91Chemical 6.15 5.70 5.85 5.64 5.51 5.14 5.30 5.00 4.90

Ecological 6.03 5.97 5.44 5.33 5.07 4.98 5.33 4.96 4.31

1.00-1.49

1.50-1.99

2.00-2.49

2.50-2.99

3.00-3.49

3.50-3.99

4.00-4.49

4.50-4.99

5.00-5.49

5.50-5.99

6.00-6.49

6.50-7.00

Typical SE is between .05 and .08

Strongly Disagree Strongly Agree

Scientists still love literacy … 2015/2016 surveys of U.S. scientist from various societies (n = ~8,000)

And politicians still love literacy …

Science communication researchers are skeptical …

Skepticism about science literacy .…

Skepticism about science literacy .…

What should we do?

New paths: When does science knowledge matter?

Kahan, D. M., Peters, E. M., Wittlin, M., Slovic, P., Ouellette, L. L., Braman, D., & Mandel, G. (2012). The polarizing impact of science literacy and numeracy on perceived climate change risks. Nature Climate Change, 2(10), 732-735. doi:10.1038/nclimate1547

New paths: When does science knowledge matter?

Kahan, D. M., Peters, E. M., Wittlin, M., Slovic, P., Ouellette, L. L., Braman, D., & Mandel, G. (2012). The polarizing impact of science literacy and numeracy on perceived climate change risks. Nature Climate Change, 2(10), 732-735. doi:10.1038/nclimate1547

New paths: What can we do about “polarization?”

New paths: Journalism today?

Key questions?1. Do views about new issues ‘work’ in

ways similar to views about known issues?

2. How are general science knowledge and attitudes related to new, specific issues?

New paths: Alternatives to Science Literacy …

New paths: New Issues?

What’s next?• More animal/human biotechnology?• New energy technologies?• New environmental technologies?• Driverless cars? Drones?• Other issues?

Key questions?1. Do views about new issues ‘work’ in

ways similar to views about known issues?

2. How are general science knowledge and attitudes related to new, specific issues?

New paths: Science of Science Communication

New path: Science of Science Communication (and training)

Questions? Discussion?