Toward narrowing the gap between science communication and science education disciplines

Kohen, Zehavit; Dori, Yehudit Judy

doi:10.1002/rev3.3136

Cited by 7 publications

(6 citation statements)

References 102 publications

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“…Through the analysis of questions posed on the At-the-Gate website, our aim was to expand its potential impact on inspiring different stakeholders to enhance their engagement and collaboration on the website, thereby promoting chemical literacy. We explored this issue by identifying categories within chemical literacy that should be embraced, enhanced, and promoted for the benefit of different science stakeholders that are or should be involved in communicating science (Kohen and Dori, 2019). We suggest to further explore the views of non-users or former users of Ask-a-Scientist websites.…”

Section: Summary and Contributions Of Studymentioning

confidence: 99%

“…Formal science education provides the basis for scientific literacy in general, and chemical literary in particular (Gilbert and Treagust, 2008). Yet, formal science education in school and university settings may be insufficient to attain broader scientific and chemical literacy for all students, leaving them ill prepared to face societal challenges as future citizens (Herscovitz et al, 2012;Tal and Dierking, 2014;Kohen and Dori, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…A keyword-based literature review, conducted by Kohen and Dori (2019), which explored the literature of science communication and science education, pointed to disparities that highlight the need for and importance of narrowing the gap between the two communities. This review provides the basis for establishing three themes that are common to the two disciplines: (a) attitudes towards the importance of science communication, (b) communication channel types, and (c) scientific knowledge construction.…”

Section: Introductionmentioning

confidence: 99%

“…In this study, we elaborate on the concept of scientific knowledge construction as a dimension of scientific literacy with focus on chemical literacy. According to our literature review (Kohen and Dori, 2019), scientific knowledge is seen as a product of a dialogue between scientists and other stakeholders who are interested in gaining scientific knowledge. Ogawa (2006) has designated the scientists, science educators, science communicators, and pro-science public as 'pro-science' groups.…”

Section: Introductionmentioning

confidence: 99%

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How to promote chemical literacy? On-line question posing and communicating with scientists

Kohen

Herscovitz

Dori

2020

Chem. Educ. Res. Pract.

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Facilitating students' chemical literacy is a focal point of current science education. This study examines views of chemists and chemistry teachers on chemical literacy and, more broadly, on scientific literacy of four kinds of stakeholders: scientists, teachers, STEM students, and the educated public. We explored the views of 347 participants, representing the four stakeholder groups with diversified scientific literacy, and an Ask-a-Scientist public website as a communication channel for facilitating chemical literacy through posing questions. Research tools included interviews, open-ended questionnaires, and questions retrieved from the website. We found that the questions posed on the website expressed a range of levels of chemical literacy that the students had constructed. The stakeholder groups expressed diverse perspectives of their experiences using various types of communication channels, arguing for the need to encourage students to pose questions and receive scientists' responses. Our study is placed in the larger context of scientific literacy and communication channels, as it takes the example of chemical literacy, with a focus on communications among scientists and chemistry teachers in the context of an Ask-a-Scientist website. It has established a link between responses of various stakeholders and the literature definitions regarding scientific literacy with focus on chemical literacy. From a practical viewpoint, the study presents a productive communication channel for posing questions in the context of chemistry and other sciences. Methodologically, this study includes the design of tools for analyzing both the views of different stakeholders and for evaluating the complexity level of chemistry questions, which might serve chemistry educators.

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Section: Summary and Contributions Of Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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How to promote chemical literacy? On-line question posing and communicating with scientists

Kohen

Herscovitz

Dori

2020

Chem. Educ. Res. Pract.

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“…Критичком анализом научних извора из области комуникологије (Kohen & Dori, 2019;Harel & МcAllister, 2019) може се закључити да су расправе о суштини комуникације, начинима комуникације и уопште о потреби и значају комуникације старе колико и само људско друштво. Без обзира на то, комуникологија као наука је новијег датума, па се и при расправи о историјској димензији комуникологије прилази са аспекта проучавања проблема у области комуникологије који су новијег датума и који изражавају битно другачије приступе потреби и значају комуникологије (Јеленковић,2013).…”

Section: уводunclassified

Комуникологија Као Наставна Дисциплина У Студијском Програму За Разредну Наставу– Потреба И Значај

Миленовић¹,

Миленовић²,

Седларевић³

2021

gped

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The problem of research is the importance and need for learning communication as a teaching discipline in studies for classroom teaching, which is theoretically studied from the angle of university teaching, study of communication science and reflective practice of teachers and on an empirical level based on students’ perception of classroom teaching. The research started from the general assumption that the contents from communication science are important for performing the teaching profession, but that it is insufficiently studied in the studies for class teaching. We also started from special assumptions that the research will single out the factors that indicate the importance of learning content from communication studies in studies for primary education and that it will be determined that there is no significant difference in students’ assessments of the importance and need for learning content from communication studies. For class teaching depending on the enrolled year of study. In order to determine that, in October 2021, on a sample of 108 students of the Study Program for Classroom Teaching at the Faculty of Teacher Education in Prizren - Leposavic, the research presented in this paper was conducted. Data collected by the CSTD-SCC Scalar (〈 = .845) were processed by factor analysis and analysis of variance. Factor analysis singled out three factors: 1) the diversity of content, 2) the importance of learning and 3) the need to learn content from communication studies in the classroom. Analysis and analysis of variance showed that there is no significant difference in the assessments of primary school students about the importance and need to learn content from communication studies in primary school studies, depending on the enrolled year of study. He concludes that teaching contents in communication science are important for future teachers, that they are differently represented in study programs for classroom teaching in the Republic of Serbia, that students generally agree in assessments of the importance and need to learn communication science in classroom studies, which indicates the need to change and supplements of study programs for class teaching with teaching contents in communication science and the need for professional development of teachers in order to acquire the necessary knowledge in communication science. Keywords: teaching profession, teacher, communication in the classroom, socialcommunication competencies, clear and loud expression, quality listening.

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Studies on visualisation in science classrooms: a systematic literature review

Kim

Jin

2022

International Journal of Science Education

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Toward narrowing the gap between science communication and science education disciplines

Cited by 7 publications

References 102 publications

How to promote chemical literacy? On-line question posing and communicating with scientists

How to promote chemical literacy? On-line question posing and communicating with scientists

Комуникологија Као Наставна Дисциплина У Студијском Програму За Разредну Наставу– Потреба И Значај

Studies on visualisation in science classrooms: a systematic literature review

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