Explaining the Unexplainable: Translated Scientific Explanations (TSE) in public physics lectures

Kapon, Shulamit; Ganiel, U.; Eylon, Bat‐Sheva

doi:10.1080/09500690802566632

Cited by 21 publications

(30 citation statements)

References 29 publications

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“…Scientists often try and are recommended to use metaphors in communicating their research to the general public as a way of linking complex topics to ordinary experiences and understandings (Kapon et al, 2009, Baram-Tsabari & Lewenstein, 2013. Although they can select and tailor metaphors to the explanations they propose (Semino et al, 2013), news reporting involves mediation that can impact the figurative landscape.…”

Section: Discussionmentioning

confidence: 99%

“…The metaphors that scientists use are often picked-up by journalists from academic papers, commentaries or press releases (Nerlich & Halliday, 2007, Nerlich & Koteyko, 2009, Stelmach & Nerlich, 2015. However, while popular science studies have examined the metaphors that authors use (Semino, 2008, Kapon et al, 2009 analyses of news reports have focused primarily on how journalists, rather than experts, use these metaphors when presenting research or expert advice (Woods et al, 2012, Atanasova & Koteyko, 2015.…”

Section: Introductionmentioning

confidence: 99%

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Radio Sensors and Electric Storms: Scientific Metaphors in Media Talks

Armon

2017

Science Communication

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Radio Sensors and Electric Storms: Scientific Metaphors in Media Talks

Armon

2017

Science Communication

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“…But when communicating with the public, scientists rarely restrict themselves to their own narrow slice of expertise. They must draw on their personal knowledge of a variety of domains, subjects, and beliefs (Posner, Strike, Hewson, and Gertzog 1982;Kapon, Ganiel, and Eylon 2010;Davis 2011).…”

Section: The Trouble With Expertisementioning

confidence: 99%

The Right Kind of Wrong: A “Knowledge in Pieces” Approach to Science Learning in Museums

Davis¹,

Horn²,

Sherin³

2013

Curator The Museum Journal

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Research has highlighted the vast gulf that exists between experts' and novices' understandings of science, and how difficult it is to bridge this gulf. When this research is applied to the design of museum exhibits and outreach material, it becomes clear that there is a tension between being scientifically correct and communicating effectively to a broad, diverse audience. In this paper we present a new approach to thinking about science learning in museums. Drawing on decades of research from the learning sciences, we argue that being “wrong” is an inescapable part of learning, and that not all simplifications are problematic. Instead, being “wrong” involves the gradual restructuring of many fine‐grained intuitive or commonsense notions that persist throughout the learning process and play an essential role in scientific expertise. We discuss the implications of adopting this approach for museum design.

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“…This finding was explained by the fact that the teachers, though experienced in teaching the middle school multidisciplinary science curriculum, did not have a solid background in physics. Teaching physics, like any scientific field, requires a strong content knowledge and academic expertise [9]. This expertise may be essential for finding connections between the physics curriculum and the NST concepts.…”

Section: Introductionmentioning

confidence: 99%

Scientists suggest insertion of nanoscience and technology into middle school physics

Yonai

Blonder

2020

Phys. Rev. Phys. Educ. Res.

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The goal of this research is to provide a rich set of connections between two fields: (i) Nanoscale science and technology (NST) and (ii) topics from a common middle school physics curriculum. NST is emerging as one of the most promising new fields of the 21st century, which is one of the many arguments for including NST topics in secondary science education. A specially designed guided discourse with NST scientists was used to produce a map of connections between the two fields. During the discourse, the scientists were presented with two sets of concepts using a visual board and were asked to find connections between them. All suggested connections and the corresponding context offered by the scientists were arranged and presented as a rich set of connections. For example, (i) the NST concept of characterization methods is connected to mechanical forces and can be explained using the example of an atomic force microscope; (ii) the NST concept of size-dependent properties was connected to 7th grade inquiry skills by explaining the size dependence of accuracy, errors, and defects. This set of connections was validated by an experienced middle school science teacher in an open discussion regarding teachers adopting and implementing the resulting insertion points for the curriculum. This resulting set of connections can be used to enrich the curriculum within the NST field. It also provides a perspective on scientists' views regarding insertion of contemporary NST topics into physics middle school education.

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Explaining the Unexplainable: Translated Scientific Explanations (TSE) in public physics lectures

Cited by 21 publications

References 29 publications

Radio Sensors and Electric Storms: Scientific Metaphors in Media Talks

Radio Sensors and Electric Storms: Scientific Metaphors in Media Talks

The Right Kind of Wrong: A “Knowledge in Pieces” Approach to Science Learning in Museums

Scientists suggest insertion of nanoscience and technology into middle school physics

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