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6 Communicating Chemistry: A Design Framework and Research Agenda
Pages 91-108

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From page 91...
... The committee examined the fundamental concepts relevant to chemistry communication from three fields of research: informal science education, science communication, and formal chemistry education. Based on its review of this research and its examination of recent successful communication experiences, the committee created a five-element framework for developing and implementing effective public communication activities for chemistry.
From page 92...
... It draws on the principles of informal science learning and science communication that were discussed in Chapter 4. Element 1: Set Communication Goals and Outcomes Appropriate to the Target Participants The first step in designing an effective chemistry communication event and in evaluating the event is to identify goals that are appropriate to the participants, the place, and the culture (NRC, 2009)
From page 93...
... is not a single "public" that engages in informal science learning, but rather many publics (Burns et al., 2003; McCallie et al., 2009)
From page 94...
... Considering these questions leads to the second design principle for effective informal chemistry communication: Use understanding of participants to make the experience engaging and positive. Once information about the participants has been acquired, the event designer's goals can be investigated.
From page 95...
... The researchers gain greater visibility and reach a bigger audience, and the science museum gains effective and interesting public programming that can help boost attendance. Collaborations not only link chemistry experts with informal learning or science communication experts but also provide venues for the informal chemistry learning event.
From page 96...
... Sometimes a vehicle results in a collaboration. For example, a university chemist might work with an informal educator from a science museum to take an activity developed by the Nanoscale Informal Science Education Network (NISE Net)
From page 97...
... . Based on recent research and practice in science communication, the book provides advice on establishing and sustaining successful informal learning collaborations.
From page 98...
... and other training programs described in Chapter 2. Element 3: Design the Communication Activity and How It Will Be Evaluated Taking the first two steps in the communication framework -- establishing the goals of a communication event based on the participants' needs (or finding participants based on the event goals)
From page 99...
... . But, effective science communication activities often focus on the science most relevant to the decisions people face (Fischoff, 2013)
From page 100...
... Science communication and informal science learning experts can facilitate the design of the overall communication event and of individual components and can sometimes identify specific components. For example, experts in informal science learning or science communication might know of a hands-on chemistry experiment that has been shown, by research or evaluation, to be effective (i.e., to advance one or more of the targeted goals for individuals who are similar to the planned participants)
From page 101...
... , the chemist should reflect on the questions presented in Box 6-3 and develop an evaluation plan, as discussed in the previous chapter. Practical Arrangements Designing and implementing effective chemistry communication experiences is a complex process involving the characteristics and interests of the participants, the event goals, the location, the duration of the event, and other factors.
From page 102...
... The committee recommends that chemists follow this research-based framework when designing and implementing chemistry communication experiences. Because the framework includes evaluation integrated throughout the process of design and implementation, its widespread use will generate the data needed to more clearly identify the most effective approaches to chemistry communication experiences.
From page 103...
... Research on Public Perceptions and Understanding of Chemistry More research is needed on science communication and informal science learning specific to the field of chemistry. Additional research should explore the role of communication in informal environments in advancing participant engagement, interest, learning, and other desired outcomes in chemistry.
From page 104...
... affect engagement, learning, and other desired communication outcomes in informal environments? Research on science communication in informal environments has not kept pace with the very rapid rise of digital tools, in particular online media and social media, as a means for communicating about science, including chemistry.
From page 105...
... What are the lessons for com municating chemistry in informal environments? • Is the popularity of a website or other digital media platform used to communicate science related to desired outcomes for science communication in informal settings?
From page 106...
... These organizations should also facilitate or create avenues for the aggregation, synthesis, translation, and dissemination of research on the evaluation of and effective practices for communicating chemistry. Recommendation 3: The National Science Foundation and other sponsor organizations should support research that examines the specific relationship between science communication, informal learning, and chemistry education through programs such as the Advancing Informal STEM Learning program (NSF, 2014)
From page 107...
... 2011. Chemistry in primetime and online: Communicating chemistry in informal environments: Workshop summary.
From page 108...
... Presentation at the 4th Meeting on Communicating Chemistry in Informal Environ ments, August 5-6, 2013, Washington, DC. Scheufele, D.A., E.A.


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