The Deep Sea and Me: Using a Science Center Exhibit to Promote Lasting Public Literacy and Elucidate Public Perception of the Deep Sea

Abstract

A critical barrier to effective management of deep-sea resources is a lack of understanding by society of the benefits received from the oceans. To address this knowledge gap, we applied an iterative design-based research methodology to evaluate (1) how to effectively use an exhibit to increase public literacy of the deep sea over the short and long-term and (2) how visitors to a public science center perceive the deep sea. Using observations of visitor interactions and surveys of visitors, we evaluated three iterations of an exhibit that highlighted deep-sea ecosystem services and habitats as a case study of exhibit efficacy. Exhibits containing video and interactive components were effective in communicating deep-sea information that was retained by visitors over the long-term. For many visitors, the exhibit was their first introduction to the deep sea. Visitors agreed it is important to learn about the deep sea and expressed interest in learning more about deep-sea animals, habitats, resources, and benefits to humans. Visitors tended to agree with protection-oriented value statements and disagree with use-oriented value statements toward the deep sea. This study provides insight into how to effectively communicate policy-relevant information about the deep sea to an audience that has little to no prior knowledge of the ecosystem, yet who will be increasingly responsible for making use decisions of this habitat.

Scientific communication and scientific literacy for the public perception of the importance of environmental quality for public health

“…This is especially true given that most adults receive formal education in science only during compulsory schooling, so the knowledge acquired through informal learning and experiences beyond mandatory education plays a crucial role in shaping the scientific literacy of individuals (Reis et al, 2014). In this context, teaching and learning activities on how anthropic action affect ecosystem structure and functioning, through strategies or methodologies such as Problem-Based Learning, Project-Based Learning and Problematization, as well as through social media and through museums and educational centers can directly contribute to SL and build a participatory democracy to improve the quality of socio-environmental determinants, leading to environmental and human health promotion (Freire, 1989;Glassman and Patton, 2014;Lewinsohn et al, 2015;McGibbon and Van Belle, 2015;Darr et al, 2020;Lopes et al, 2020).…”

“…In this sense, one study assessed the effectiveness of three iterations of an exhibit focused on deep-sea ecosystem services and habitats that served as a valuable tool for enhancing scientific literacy for fostering understanding and responsible decision-making among diverse audiences by observing visitor interactions and conducting surveys (Darr et al, 2020). The authors report that exhibits incorporating video and interactive components emerged as successful in conveying deep-sea information, and this knowledge was retained by visitors over an extended period, with visitors tending to align with protection-oriented value statements and show less agreement with use-oriented value statements regarding the deep sea.…”

Comunicación efectiva de la ciencia: ¿qué es y cómo ayuda a los científicos a mejorar su carrera y cumplir objetivos de impacto social? Revisión de la literatura

“…De las investigaciones se desprende que para que las audiencias amplias puedan contribuir a la gestión, deben comprender cómo afectan a sus vidas y por qué se les da prioridad (Darr K.D. et al, 2020).…”

“…En cuanto a las prácticas habituales en la información informal para acercarse a la ciencia, la investigación evidencia que la identidad familiar y personal suelen influir en la sensibilidad de las personas para visitar espacios de educación científica como centros de interpretación de la ciencia, museos o eventos de divulgación científica, entre otros, mientras otros grupos se sienten excluidos a pesar de los esfuerzos para atraerlos . El aprendizaje informal parece facilitar la transferencia del conocimiento científico y da bases al público para debatir (Darr et al, 2020).…”