ASC2018 - 11-15 Nov, Sydney

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

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

When we look around, science communication is everywhere. You see it in museums, in television documentaries, in newspapers, on the radio, in science magazines, social media and the growth in citizen science. But 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 session will feature research case studies exploring knowledge, beliefs and perceptions 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

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

Session Chair

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

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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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Beyond Panels: Better Events for Controversial Science

When: Monday 12th November, 1:55pm – 3:25pm
Where: L1, Level 2 to the left of the registration/foyer area, down the hallway and through the doors on the right
Hashtag: #M11

Real-life events are a golden opportunity where interested, diverse groups of people gather around an issue or idea. As science communicators in a time of divisive rhetoric and online filter bubbles, how can we curate events that are rich, engaging and able to examine the nuances of complex subjects like climate change, health science, and more?

Right now, panel discussions are a go-to format for science events, especially on controversial topics. The format, despite its popularity, is structurally flawed: rarely do panels achieve depth of dialogue, enable true audience input, or change hearts and minds. Many alternative formats exist, and this session will include two micro-events to showcase more interactive approaches, leaving participants with practical know-how they can use right away.

Session Producer/Workshop Facilitator

David Robertson, Lecturer, Monash University

Presenters

Djuke Veldhuis, Director of the Bachelors of Science Advanced, Monash University

Eleanor Reynolds, Education Officer, ANSTO

 

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Community Perceptions of Coastal Hazards in New South Wales

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

Much is known about the physical nature of coastal hazards in New South Wales (NSW) and management interventions available to mitigate their impacts. However, much less is known about social dimensions of communities and coastal users who are, or may be, affected by these hazards. This project aims to assess existing understanding and perceptions of coastal hazards by the NSW ‘coastal community’, specifically relating to inundation and erosion caused by coastal storms and sea level rise, by analysing sources of information and the level of trust regarding these sources.

A multi-tiered survey instrument was disseminated between November 2017 and April 2018 in order to gain information on a cross-section of the NSW coastal community. A total of 1065 survey responses were obtained from teachers (n=355); surf life saving club members (n=307), coastal accommodation visitors (n=237) and managers (n=61), indigenous communities (n=22), ‘frontline’ coastal residents (n=23), and coastal management professionals (n=60).

Results show that most NSW coastal users have a good understanding of coastal erosion and inundation, their associated consequences, and the various hard and soft solutions available to manage their impacts. However, some confusion exists regarding the future rate and impacts of sea level rise on the NSW coast and a significant number of respondents indicated they would still buy, and live in, a house at risk of coastal erosion and inundation.

This study highlights several important differences in perceptions and opinions of coastal hazards between coastal users and coastal management professionals in relation to different coastal environments and the best methods to communicate and educate the coastal community. The results from this study will be freely available through an online resource pack of information targeting various types of end users.

This project is funded by the NSW Department of Justice and supported by the Sydney Coastal Councils Group, Office of Environment and Heritage and Surf Life Saving New South Wales.

Session

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

Presenter

Anna Attard, Research Assistant and Masters Student, University of New South Wales

Co-Author
Robert Brander

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STEMpunk Podcast: Live at ASC

STEMPUNKWhen: Tuesday 13th November, 12:45pm – 2:00pm
Hashtag: #T7

STEMpunk podcast investigates what STEM is, who does it, and why.

The format of the show is like a panel show where we ask Science, Technology, Engineering and Maths questions, as well as a question from our previous guests. STEMpunk has also run a number of successful live quiz and trivia events.

STEMpunk is not like most other Science podcasts, choosing to interview not only people people involved in STEM, but others outside as well. And for those involved in STEM, we ask them questions about things outside of STEM. We have interviewed some fantastic guests like Dr Katie Mack, Dr Karl, Dr Margaret Wertheim and Professor Brian Schmidt.

This session will be an informal chat with the STEMpunk hosts interviewing expert practitioners at the ASC conference about what STEM is, and who does it. The hosts will encourage audience participation and questions to make the podcast as interesting and conversational as possible.

This session will be released as an episode for the STEMpunk podcast.

http://stempunkpodcast.blogspot.com.au/

Session Producer/Session Chair/Presenter

Tom Gordon, Producer/Host, STEMpunk

Presenters

Christie Mcmonigal, Host, STEMpunk

Shane Hengst, Host, STEMpunk

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Comparing science communication models with a long-term participatory case study: The Climate Champion Program

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

Over the last 20 years, scholars and policymakers have called for science communication to move beyond linear engagement to participatory engagement, especially with publically contested science. However, there has been little scholarly reflection on long-term participatory science communication practice. My study compared the theorised science communication models with a seven-year case study: the Australian Climate Champion Program, where scientists and farmers jointly addressed the problem of climate risk. I investigated scientists and farmers’ objectives for participating, the nature of their interactions, and the relationships between them. I analysed how they valued different sources of knowledge and acknowledged risk. Respectful, open and trusting relationships developed between most of the farmers and scientists participating in the program resulting in upstream engagement and co-learning. This case study demonstrates that a long-term participatory program can enhance co-existing linear forms of communication (deficit and dialogue) to help achieve participatory outcomes.

Session

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

Presenter

Jennifer Metcalfe, Director, Econnect Communication

 

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I’ll see it when I believe it: motivated numeracy in Australians’ perceptions of climate change risk

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

People don’t form attitudes about Anthropogenic Climate Change (ACC) risks just by empirically considering the likelihood of harm, the consequences of failing to act, and the costs and benefits of mitigation. If that was the case, there should be little disagreement about these quantifiable outputs of scientific research. However, when people consider controversial topics of decision-relevant science like ACC they often defer to their political beliefs, rather than using their cognitive abilities alone, leading to polarised groups. Counterintuitively, Kahan et al. (2017) found that more numerate people, who have the cognitive ability to interpret scientific data, were more polarised than others about the effectiveness of gun control laws on crime in the United States of America.

In our conceptual replication of this important study we investigated whether the motivated numeracy effect found in Kahan et al. (2017) also applies to people when assessing ACC risks. This randomised controlled experiment (N = 504) of Australian adults, extends the motivated reasoning thesis by finding evidence that some people who consider topics of ACC risk use motivated numeracy to rationalise their interpretations of scientific data in line with their beliefs.

Session

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

Presenter

Matt Nurse, Masters degree candidate, CPAS, Australian National University

Co-Author
Will Grant

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A sea of deficit: The science communication landscape in Australia

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

Science communication has been predicated on the deficit model —top-down, one-way communication from scientists to public audiences seen as “… empty vessels – as minds in deficit that need scientific information in order to be replete” [1]. This model has been discredited for 30 years, with research showing that more scientific information does not lead to the desired objectives of increased scientific literacy or public acceptance or agreement with science [2, 3]. And so a new mood for dialogue was identified in the U.K. House of Lords 2000 report [4], which consequently led to the UK’s Committee on the Public Understanding of Science (COPUS) closing itself down stating: “We have reached the conclusion that the top-down approach which COPUS currently exemplifies is no longer appropriate to the wider agenda that the science communication community is now addressing” [5].

Despite the above, our research suggests that the deficit model not only persists in Australia — it prevails. This study examines the science communication landscape in Australia, specifically during National Science Week in August 2018. Approximately 1300 activity organisers across Australia were asked to complete a short online activity profile survey. Based on the Generic Learning Outcomes (GLO) framework [6] and the CAISE Informal Science Education project framework [7], the survey contained questions about individual activity objectives, style and format. A total of 305 individual activity profiles were collected and categorised using the CAISE project framework.

The results show that across Australia, 71% of National Science Week activities classified as deficit model, while only 3% classified as dialogue or engagement model. This result is higher than the almost 60% of 411 activities categorised as deficit model in the Inspiring Australia audit in 2012 [8]. Based on the research discrediting this model, we argue that the prevalence of the deficit model in Australia may be impacting the effectiveness of science communication efforts in achieving desired objectives.

References
1. Gregory, J. and S. Miller, Science in public: Communication, culture and credibility. 1998, New York: Plenum.
2. Durant, J.R., G.A. Evans, and G.P. Thomas, The public understanding of science. Nature, 1989. 340(6228): p. 11-14.
3. Thomas, G. and J. Durant, Why should we promote the public understanding of science. Scientific literacy papers, 1987. 1: p. 1-14.
4. House of Lords, Science and Society. 2000, House of Lords: London.
5. Copus, Statement on Copus by the British Assiciation, the Royal Institution and the Royal Society. 2002, The Royal Society: London.
6. Hooper-Greenhill, E., et al., Measuring the Outcomes and Impact of Learning in Museums, archives and Libraries. 2003, University of Leicester: Research centre for Museum and Galleries.
7. McCallie, E., et al., Many Experts, Many Audiences: Public Engagement with Science and Informal Science Education. A CAISE Inquiry Group Report. 2009, Center for Advancement of Informal Science Education (CAISE): Washington, D.C.
8. Metcalfe, J., K. Alford, and J. Shore, National audit of Australian science engagement activities. 2012, Inspiring Australia: Canberra, Australia.

Session

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

Presenter

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

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

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Citizen Storytelling – How the Small Stories can Combat the Global Warming Hyperobject

When: Monday 12th November, 10:25am – 11:25am
Where: Theatrette, Level 2 behind the registration/foyer area
Hashtag: #M4

The stories around us regarding climate change are shocking and both the concerned public and scientists are exhausted. Every day there is a new petition to sign, a plea for a donation for campaigning and another set of terrible statistics. Talk to lay people and their eyes glaze over, talk to friends within environmental communications they can finish the story for you. So how can we re-engage ourselves and those around us? Does art and storytelling have a further role to play in reconnecting a fatigued public who want to act but can’t bear the tidal wave of bad news? This discussion with science and activist communicators will look at how new formats might help us include and engage those who are running out of steam. We’ll discuss new digital and social trends including podcasting and citizen storytelling and how broadcasting is remaking itself, alongside the use of performance and installation arts to help us colour in shades of grey and provoke emotive responses. And we will consider how to break through the exhaustion to positively engage others and encourage actions both large and small.

Robyn Williams AM has presented and produced the science show on ABC RN every week for over 40 years and knows just how to find a new angle.

Paul Brown is an academic professor in environment studies at UNSW, was campaign manager for Greenpeace and is also a verbatim playwright.

Gretchen Miller is a former radio documentary maker from ABC RN currently doing a PhD in her specialist arena of citizen storytelling, podcasting and environmental communications.

James Link manages the corporate partnerships program at Landcare Australia and is accustomed to telling great stories of the work of everyday Australians to attract new funding.

Tessa Fluence is public narrative coordinator leading the Changing the Story work at the Australian Conservation Foundation.

Session Chair

Gretchen Miller, Podcast producer, lecturer and media consultant, Gretchen Miller Media

Presenters

Robyn Williams AM, Presenter, The Science Show, ABC RN

Paul Brown, Associate Professor Environment Studies, UNSW Faculty Arts and Social Sciences

James Link, Head of Corporate Partnerships, Landcare Australia

Tessa Fluence, Public Narrative Coordinator, Australian Conservation Foundation

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What’s Design Got to Do With It? Designerly Approaches to Science Communication

When: Wednesday 14th November, 8:45am – 11:20am
Where: Theatre, Level 2 down the stairs to the right of the registration/foyer area
Hashtag: #W1

Design is not about prettifying information. Design is not a final step in production after the “real work” is done. But what is design, especially in the context of scicomm?

Designer Horst Rittel introduced and defined the term “wicked problems” to denote problems that are resistant to resolution, especially due to issues of social complexity. He contrasted these to the “tame” problems that science has effectively developed techniques to deal with. Many scicomm scenarios are wicked problems (they all deal with people in social contexts) and experienced designers can bring a different set of perspectives and skills to these problems.

Although design perspectives are relevant to all branches of scicomm, they have particular resonance in countries like Australia and New Zealand where scicomm projects regularly intersect with indigenous communities. Commonly employed scientific frameworks and methodologies, from which much scicomm derives, are ill-equipped to deal with the needs of such communities.

In this session, design professionals who engage with scicomm will provide case studies, advice, processes, and frameworks for thinking that offer alternatives to the techniques often employed by those who come to scicomm from science. They will demonstrate how designers can successfully play a significant role in scicomm conception, development, and implementation using their unique skills and approaches.

Session Producer/Session Chair/Presenter

David Harris, Lecturer (sessional), Queensland College of Art, Griffith University

Presenters

Jo Bailey, Lecturer, Massey University

Tristam Sparks, Senior Lecturer, Massey University

Jacqueline Gothe, Associate Professor, University of Technology Sydney

 

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Questions? Please contact Kali on asc2018@asc.asn.au.

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