Aotearoa New Zealand: Participatory science and bicultural knowledge communication

Fleming, Jean S.; Longnecker, Nancy; Salmon, Richard; Hikuroa, Daniel

doi:10.22459/cs.2020.04

Cited by 4 publications

(5 citation statements)

References 88 publications

(113 reference statements)

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“…Sharing knowledge by using a continuum of scientific understanding advocates the transmission of knowledge to different target audiences, whilst acknowledging that individuals, no matter their level of scientific understanding, have the right to access different kinds of knowledge (Cloître and Shinn, 1985;Bucchi, 2008). Approaches to sharing this knowledge also need to go beyond a one-way delivery of information after the fact, for example integrating indigenous people and cultural values into the research process itself (Fleming et al, 2020;Wilkinson et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Bringing science communication skills into the university classroom and back out again: What do palaeoscience educators think?

Barbolini

2022

Front. Educ.

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University-level pedagogy and public science communication both have the same broad goal: to facilitate the sharing of knowledge and understanding from a specialist or expert, to a non-specialist group. Recent research has emphasised the need for there to be a two-way transfer or dialogue of ideas between these fields, but collaboration thus far is rare, particularly at the tertiary education level. Performing science outreach is mostly a voluntary service for academics, and institutions provide little in the way of support, training or recognition. Here I explore the potential for a positive feedback loop between science communication and higher-education pedagogy in the palaeosciences. A synthesis of best practises in science outreach is drawn from the literature and related to pedagogical concepts and findings. The resulting congruences suggest enormous potential for ‘cross-pollination' of ideas between the fields. However, in-depth one-on-one interviews and focus groups with palaeoscience educators, as well as an online survey, indicate that this potential remains largely untapped in the palaeosciences community. While respondents could identify certain skills as being integral to success in science communication, they did not appear to realise that the same skills, when applied in the classroom, could contribute towards key challenges in higher education today, including the stimulation of student engagement and motivation, the accommodation of an increasingly diverse student body, the anticipation of common student misconceptions in science, and the improvement of pedagogical models of delivery. Another emergent theme was that being a good science communicator was “much simpler” than being a good teacher, conflicting with evidence-based pedagogical and outreach research. While many palaeoscientists did express strong commitments to science communication, they had previous experience of time constraints and conflicts with other academic responsibilities. Therefore, both palaeoscientists and their institutions would benefit from viewing science communication as a valuable and formally rewardable activity within the scholarship of sharing knowledge, which also contributes to other aspects of a successful academic career.

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Section: Discussionmentioning

confidence: 99%

Bringing science communication skills into the university classroom and back out again: What do palaeoscience educators think?

Barbolini

2022

Front. Educ.

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“…It has also featured in drives for Responsible Research and Innovation (RRI) at a European level [ 8 ] and many countries around the globe take approaches to science communication, as well as policymaking, which align with public engagement [ 22 ]. This includes countries with a diversity of social, cultural, religious, and political contexts, including New Zealand, Brazil, China, and Russia [ [23] , [24] , [25] , [26] ].…”

Section: Introductionmentioning

confidence: 99%

Public involvement and public engagement: An example of convergent evolution? Findings from a conceptual qualitative review of patient and public involvement, and public engagement, in health and scientific research

Wilkinson,

Gibson,

Biddle

et al. 2024

PEC Innovation

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“…The panel recommended 11 Challenges based on the consultation process. These became large (totalling around $680 million over ten years) thematic, interdisciplinary research projects each with their own engagement component (Fleming et al, 2020;Gluckman, 2013). In addition, they recommended a 12 th challengethe Science and Society Leadership Challenge-specifically to address 'deficits' (that this word was used is notable) in 'a series of underpinning issues about science education, science communication, science literacy and the application of knowledge in public sector decision-making'.…”

Section: The Aotearoa New Zealand Contextmentioning

confidence: 99%

“…The report included the foundation of the 'Participatory Science Platform' 33 to deliver 'greater dialogue between the science sector and the public by helping move toward 'a more scientifically engaged public' and 'a more publicly engaged science sector'' (MBIE, 2014, p. 27). It has been suggested that resultant support from the public, scientists and government shifted the position of decision-makers within the 'science establishment' who had previously favoured, or defaulted to, deficit approaches (Fleming et al, 2020). -Juliet Gerrard (Horrocks, 2020) The political power relationship-the way government views science and its intent for the science-society relationship-does set the tone for the science communication landscape in this country.…”

Section: Minds-he Whenua Hihiri I Te Mahara: a National Strategic Pla...mentioning

confidence: 99%

“…4-5) pointed to both 'a renaissance in cultural pride and competence at a level unprecedented since colonisation' amongst Māori, and the 'growing 'indigeneity' of Pākehā and NZ culture', and my sense is that this has gathered pace since. Fleming et al (2020) point to the increased collaboration between mātauranga with Western science at the start of this century, in tandem with a heightened awareness of environmental issues. They specifically underline the way Māori researchers widened the perspectives of the scientific community, initially via dialogue within the science establishment structures, and increasingly through community engagement.…”

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confidence: 99%

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Engagement by design: Engagement through design

Bailey

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The science communication/Public Engagement with Science (PES) literature suggests there is a disconnect between those who practice, and those who theorise in those domains. This thesis—undertaken using methodologies and practices from the field of design—explores novel ways to connect science communication/PES theory and practice in Aotearoa New Zealand. Through this process it reflects on the role of design in science communication, which has historically been used in a ‘downstream’ capacity with an emphasis on making accessible and attractive outputs.The research undertaken for this thesis used design processes and artefacts to challenge assumptions about science communication, and to increase reflexivity (as called for in Salmon et al.’s 2017 paper, The Reflexive Scientist). The process undertaken with scientist-communicators shared elements of theory in an active, participatory way. As a result, the theory became practiceable: experienced in a way that meant they could enact it in their own future engagement design.The central activity was a series of dialogical, participatory designed interventions informed by both design and science communication/PES theory and practice. These interventions developed into a structured workshop model where participants (scientists and researchers) reflexively unpacked and (re)designed science communication projects in ways that are underpinned by science communication/PES theory, and encouraged consideration of inherent power structures, motivations, inclusivity, co-production, equity, differing expertise, and Indigenous knowledge. The outcome is an engagement workshop toolkit called the Science Communication Laundromat that has been released under a Creative Commons licence. In addition, qualitative methods, such as interviews, structured group discussions and reflective writing, were used to examine participants’ experiences and explore the field of science communication in Aotearoa New Zealand.This study is an innovative interdisciplinary fusion of science communication/PES and design, utilising applied research to explore its topics: using theory to inform practice, and through this thesis, contribute to further discourse and theory. In doing so, it suggests design’s role in science communication, in an ‘upstream’ capacity as part of an inter- or transdisciplinary project, can add value and catalyse outcomes that neither design nor PES would have achieved independently.

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Aotearoa New Zealand: Participatory science and bicultural knowledge communication

Cited by 4 publications

References 88 publications

Bringing science communication skills into the university classroom and back out again: What do palaeoscience educators think?

Bringing science communication skills into the university classroom and back out again: What do palaeoscience educators think?

Public involvement and public engagement: An example of convergent evolution? Findings from a conceptual qualitative review of patient and public involvement, and public engagement, in health and scientific research

Engagement by design: Engagement through design

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