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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?