ASC2020 - 16-19 Feb, Melbourne

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Students Blogging Science: A Case Study that Measures the Effectiveness of Communicating Science to Public Audiences

When: Wednesday 14th November, 8:45am – 9:45am
Where: L3, Level 2 to the left of the registration/foyer area, down the hallway and through the doors on the right
Hashtag: #W5

ASC2018 asks, “How do we know whether any given effort in communicating science among public audiences is effective? And by which aims and objectives are those efforts measured?”
This case study answers these questions by examining the effectiveness of view stats from student blogs that were created as part of an assignment in a first-year university science communication paper. In 2017 the Royal Society of New Zealand (RSNZ) published a discussion paper that asks public audiences to consider the medical, legal, ethical, cultural implications of gene-editing healthcare technologies in New Zealand relevant to four given case scenarios (sickle cell anaemia, breast and ovarian cancer, cardiovascular disease, improving athletic performance). Students were required to write a series of blog posts targeted to public audiences in response to the RSNZ discussion paper. In post #2, students were prompted to communicate their position on one of the discussion paper case scenarios while addressing one or more of the four considerations. After publishing their posts for public view, many students noted significant high/low percentages in their blog view stats from audiences located both locally in New Zealand and internationally. The blog view stats are the focus of this case study, which help gauge and measure where public interests lie regarding new media platforms as an accessible means to science communication.

Session

Case studies: Education

Presenter

Susan Rauch, Lecturer, professional writing (science and technology), Massey University, School of English and Media Studies

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Kickstart Science

When: Wednesday 14th November, 8:45am – 9:45am
Where: L3, Level 2 to the left of the registration/foyer area, down the hallway and through the doors on the right
Hashtag: #W5

The Kickstart Science workshops are aimed at HSC Science students and teachers and are designed to meet the demand expressed by teachers in response to previous and upcoming changes to the HSC Science syllabus. Parts of the syllabus requires equipment or expertise in areas that many schools may not be able to provide. Kickstart workshops give HSC students a chance to do experiments and demonstrations of key ideas in the syllabus that are difficult to do in the classroom.

Kickstart Science makes HSC Physics accessible for students and teachers. The experiments and demonstrations have covered aspects of the core and optional HSC Physics syllabus all in the setting of real teaching laboratories. Classes spend two and half hours going through our experiments in small groups. Each group has its own casual academic tutor and covers many dot points of the syllabus in depth. Worksheets are provided for all students and teachers.

The case study will introduce the Kickstart Science outreach program from the University of Sydney Faculty of Science, including how it is run and how it has changed in its history. We will cover some of the unique aspects of Kickstart Science including justification of how it is designed, reporting on how it is received by students and teachers and how it is held within the faculty of Science. We will also include challenges and future work.

Session

Case studies: Education

Presenter

Tom Gordon, Senior Science Communicator, University of Sydney, Faculty of Science

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Making the most of LinkedIn, YouTube & Facebook

When: Monday 12th November, 1:55pm – 3:25pm
Where: Theatre, Level 2 down the stairs to the right of the registration/foyer area
Hashtag: #M10

Mark will explore 3 of the biggest and most powerful social media platforms LinkedIn, YouTube and Facebook and how everyone in business these days should have a presence and be active everyday.

LinkedIn
– How to complete your profile 100% so its eye catching, position you as an expert in your field and gets found
– How to write your 1st LinkedIn Blog article and the winning formula to use over and over again.
– How and what to do every day on LinkedIn, with posting, sharing, liking and commenting.
– How to use LinkedIn to generate an endless supply of new opportunities.

YouTube

– How to setup and optimise multiple YouTube accounts
– How to record and upload interesting and engaging videos quickly and easily
– How to get your videos ranking on page 1 of YouTube by following a simple formula
– Learn the No 1 Ranking factor YouTube and Google are using to determine Page 1 ranking of videos

Facebook
– How to create a wow looking Facebook fan page that people will want to follow
– How, When and What to post to grow your page likes,  increase engagement and benefit your cause,
– How to record and upload video content that Facebook likes while avoiding the mistakes that most people make.
– How to piggy back on the success of other Facebook pages to grow your audience even more

Session Producer

Mark Warncken, Social Media Trainer | Speaker | Expert – Helping Businesses Generate Leads & Sales Using Social Media. LinkedIn – YouTube – Facebook – Instagram – Twitter

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Stereotypes: A Choice

When: Monday 12th November, 10:25am – 12:55pm
Where: L2, Level 2 to the left of the registration/foyer area, down the hallway and through the doors on the right
Hashtag: #M6

Does gender matter when it comes to science communication? What about intersectionality? This session will explore how identity and demographics can influence opportunity for science communicators (and professionals within STEM more broadly) and what strategies can be employed to target self-perception and reframe gender stereotypes. This interactive session is designed to get you thinking and talking to others in the field in engaging, thought provoking activities.

Presenter

Merryn McKinnon, Lecturer, Centre for the Public Awareness of Science, The Australian National University

 

 

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Bridging the Gap between Science Communication Theory and Practice

When: Wednesday 14th November, 8:45am – 9:45am
Where: Theatrette, Level 2 behind the registration/foyer area
Hashtag: #W2

Internationally, science communication scholars and practitioners have been discussing the need to bridge theory with practice for mutual benefits. This session will bring together leading science communication scholars and practitioners  to discuss with the audience critical questions such as:

  • Who are the theoreticians and practitioners?
  • Are there really barriers between theory and practice, or is this a myth?
  • If there are barriers, how might these be overcome?
  • What examples are there of theory and practice connecting?
  • What are the future opportunities for scholars and practitioners to work together?

Session Chair

Jennifer Metcalfe, Director, Econnect Communication

Presenters

Dr Michelle Riedlinger, Associate Professor, University of Fraser Valley, Canada

Mr Toss Gascoigne, Visiting Fellow, The Australian National University

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Unlocking curious minds: Promoting climate change knowledge and efficacy beliefs among students from lower decile schools

When: Tuesday 13th November, 2:00pm – 3:30pm
Where: Theatre, Level 2 down the stairs to the right of the registration/foyer area
Hashtag: #T8

Currently, we know little if youth are aware of climate change, understand its scientific causes or consequences, and potential solutions. In addition, science teachers’ needs assessment is largely lacking in developing science communication efforts. Based on a collaboration with head of science teachers in five lower decile schools, short and simple animations were developed based on best science communication practises. In particular, social cognitive theory (e.g., Bandura, 1995, 2000) was applied, to focus not only on climate impacts but also to increase self- and collective efficacy beliefs of students that they can individually and collectively act to mitigate and adapt to climate change. The five short videos featured animations on (1) how do we know climate change is happening, (2) how do we determine the impacts of climate change locally, and (3) what solutions will best help mitigate and adapt to climate change. Further, two local climate scientists were featured in separate videos as they are considered the most trusted source of information for the public, aligning with deference to authority theory (e.g., Brossard & Nisbet, 2007; Brossard, 2013). These videos were developed as a resource to local science teachers to adapt in various classes. Based on pre-post survey of 150 high school students following exposure to the videos, we found that the intervention increased students’ knowledge about anthropogenic climate change, belief in scientific consensus, and in particular, their individual and collective efficacies to come together and act on climate change. The science teachers also mentioned using the videos in other classes. The intervention indicates the potential for a collaborative effort between science communication experts, climate scientists, and local science teachers to be able to engage and elevate students’ knowledge and efficacy beliefs about climate change. This research also found the dwindling resources for science teachers needs to be met such local interventions to help teachers better address current science issues. The success of the intervention indicates the effectiveness of localised campaigns in affecting change.

Session

Evidence-based scicom: Research exploring knowledge, beliefs and perceptions

Presenter

Jagadish Thaker, Lecturer at the School of Communication, Journalism and Marketing, Massey University

Co-Author
Daniel Rimmer

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Pixcells: when digital art meets science

When: Wednesday 14th November, 2:40pm – 3:40pm
Where: L2, Level 2 to the left of the registration/foyer area, down the hallway and through the doors on the right
Hashtag: #W17

We are exceedingly good at extracting information through visual processing. Studies have shown that the brain can identify images seen for as little as 13 milliseconds – a rate of more than 75 images per second. As science communicators, the image is a powerful and universally accessible form of knowledge transfer. As the complexity of scientific understanding unfolds, visual science communication will play an increasingly important role in education, policy and public engagement, and will no doubt inspire the scientists of the future. This presentation highlights the value of science-trained artists and where to find them locally.

Session

Case studies: Visualising science

Presenter

Andrew Lilja, Techincal Director and Co-founder, SquareCell

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Evidence-based scicom: Research exploring new and social media

When: Tuesday 13th November, 4:00pm – 5:30pm
Where: Theatre, Level 2 down the stairs to the right of the registration/foyer area
Hashtag: #T12

Science communication has evolved with the prevalence of new media, bringing opportunities for scientists and communicators to interact with their audiences in new ways. But what is the value of investing time, money and effort into these new and innovative ways of communicating science? What are the impacts and what works best?

This session will feature research exploring new media and social media and provide insights to improve science communication practice and impact evaluation.

The session is structured into five 15-minute talks and will wrap-up with a 15-minute Q&A for delegates questions and comments.

The session will include the following talks:

Session Producer, Session Chair

Isabelle Kingsley, PhD candidate, Science Communication, University of New South Wales

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Naminma Nanga mi – Reveal the Dream

When: Monday 12th November, 9:35am – 10:20am
Where: Theatre, Level 2 down the stairs to the right of the registration/foyer area
Hashtag: #M2

The sophisticated Indigenous knowledge systems of Australia’s first peoples are both ancient and unique to this continent and I attest are a vital part of Australia’s knowledge capital.

Unlike their Western knowledge system counterparts, if they are not maintained, practised and developed in Australia as vibrant living knowledge systems they will not exist anywhere else in the world.

We need to recognise and value the enormous contribution that Aboriginal peoples have and continue to make to our understanding of the world. After all we have survived in this fragile land scape for millennia, we have knowledge to share. Are you ready to elevate, engage and collaborate with First Nations people’s to maintain our indigenous knowledge systems for this is an issue of national significance for all Australians.

Invited Speaker

Joanne Selfe, Project Officer, MAAS Indigenous Engagement & Strategy

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How should we communicate science on social media? A machine learning approach to science communication research.

When: Tuesday 13th November, 4:00pm – 5:30pm
Where: Theatre, Level 2 down the stairs to the right of the registration/foyer area
Hashtag: #T12

There is concern that a crisis of trust may be looming between society and scientists, as evidenced by the display of considerable public distrust in important issues such as climate change and childhood vaccinations. This perceived erosion of public confidence in science is one of the impetuses behind the public engagement with science movement, whereby scientists are called upon to engage in dialogues with the public to help improve public trust in science and scientists. Thanks to their built-in architecture for participation, social media have been hailed as useful tools that scientists can use to engage directly with the public. Despite the growing interest in social media to communicate science, evidence for the effectiveness of social media in influencing public attitudes towards science is scant. This study addresses two overarching research questions: (1) does communicating with scientists on social media have any effects on public trust in science and scientists? and (2) what are the factors that affect audience engagement and trust in science?

More than 500,000 space science-related social media messages were collected. The main method used is machine learning, demonstrating the feasibility of automated methods in science communication research. Results indicate that communicating with space scientists on social media causes a boost in trust in science and scientists. Further, results also suggest that the factors associated with audience engagement (e.g., retweets, likes) and trust in science are very different: visual elements stimulate audience engagement, while similarity is the biggest determinant of trust. Authenticity is the only feature that impacts both engagement and trust. This suggests that science audiences like and trust messages that are personal, honest, and genuine. The world increasingly needs scientists to also be advocates of science. The findings of this study represent concrete evidence that could help guide social media science communication efforts.

Session

Evidence-based scicom: Research exploring new and social media

Presenter

Yi-Ling Hwong, Post-doctoral research associate, Climate Change Research Centre, UNSW

Co-Author
Dr Carol Oliver, Senior Research Fellow, University of New South Wales

 

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Questions? Please contact Kali on asc2020@asc.asn.au.

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