Science in the Eye of the Beer-Holder—How To Put On an Effective Pint of Science: The Adelaide Experience

Richter, Katharina; Thomas, Nicky

doi:10.1128/jmbe.v19i1.1539

Cited by 2 publications

(4 citation statements)

References 7 publications

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“…Many of those we interviewed suggested that one way to increase the reach and range of topics and its diversity is to increase collaborations with local research institutions and universities. These findings are consistent with recommendations from the PoST team [2].…”

Section: Discussionsupporting

confidence: 92%

“…In 2018, Pint of Science (PoS) was held in 21 countries but as far as we know, this is the first paper that reports the quantitative and qualitative evaluation results from both organizers and the audience members who participated. Previous PoS publications consisted mainly of reflections from the organizing committee [2, 19].…”

Section: Discussionmentioning

confidence: 99%

“…These benefits have been frequently echoed around the globe in relation to public engagement activities [31–33]. Others have noted that for junior researchers, having public engagement experience is an advantage in their CV [2].…”

Section: Discussionmentioning

confidence: 99%

“…The Pint of Science festival is the biggest annual international science festival held over three days in May each year [1, 2]. The festival began in 2013 and was first held in fifteen pubs across three cities in the United Kingdom (London, Oxford, and Cambridge) [1, 3].…”

Section: Introductionmentioning

confidence: 99%

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Evaluation of the Pint of Science festival in Thailand

et al. 2019

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Background The Pint of Science festival is the biggest annual international science festival. In May 2017, we coordinated the first Pint of Science festival in Thailand and reported our initial reflections. Building on this work, we set out to evaluate more systematically events conducted in 2018. Methods In 2018, we conducted Pint of Science events at four different locations in Bangkok. Overall, there were 18 talks held over six event-days in 2018. We administered 180 self-reported questionnaires as well as conducted 11 semi-structured interviews and a focus group discussion with audience members and speakers. Results Of the 180 questionnaires handed out, 125 attendees completed the questionnaire. The majority of attendees came because they were interested in science (68.0%), to learn something new (46.4%) and to enjoy themselves (44.8%). Our qualitative results confirm the quantitative findings. In addition, speakers viewed that they benefited by improving their communication skills and having the opportunity to network with scientists and non-scientists. Speakers also mentioned that such events were a good means to engage with the public, can improve the visibility of their work and potentially attract more funding. To improve the Pint of Science activities, audience members suggested to include a more diverse range of topics, more collaborations with other local research institutions and to hold the event at larger venues. Conclusions We conclude that Pint of Science was well received in Bangkok with recommendations to improve minor issues related to practicalities and logistics.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Evaluation of the Pint of Science festival in Thailand

et al. 2019

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Informal Learning in Physics

Bennett

Fracchiola

Harlow

et al. 2023

The International Handbook of Physics Education Research: Teaching Physics

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In this chapter, we consider the range of environments and activities designed to engage audiences in physics outside of the physics classroom. These contexts are referred to in a variety of ways such as informal physics education, physics communication, public engagement with physics, physics outreach, and out-of-school physics. While these words each refer to different specific collections of environments and learning opportunities, what links these environments is a focus on broadening access and participation in physics, developing participants' science identities, and expanding social debates around physics. This chapter starts out by describing the differences between informal (out-of-school) and formal (school-based) learning environments, including the greater agency of the learner, a more diverse audience, goals that focus on affect along with content, a variety of pedagogical practices, and different expectations for the time an educator spends with the learner. The chapter then describes in more detail the range of informal physical environments, how these may differ around the world, and how informal physics learning environments are designed, with a particular focus on justice, equity, diversity, and inclusion. We then describe a brief history of the research in informal physics education research (IPER). Finally, the chapter describes strategies for research and assessment and ends with guidelines for informal physics education research and research-based design and implementation practices. A glossary of terms is presented at the end of the chapter.

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Science in the Eye of the Beer-Holder—How To Put On an Effective Pint of Science: The Adelaide Experience

Cited by 2 publications

References 7 publications

Evaluation of the Pint of Science festival in Thailand

Evaluation of the Pint of Science festival in Thailand

Informal Learning in Physics

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