Validating a scale that measures scientists’ self-efficacy for public engagement with science

Evia, Jane Robertson; Peterman, Karen; Cloyd, Emily; Besley, John C.

doi:10.1080/21548455.2017.1377852

Cited by 21 publications

(22 citation statements)

References 39 publications

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“…Further research has focused on helping scientist-communicators improve and assess their self-efficacy (Robertson Evia, Peterman, Cloyd, & Besley, 2018) and reflect on their efforts and goals to encourage EOC approaches that emphasise "reciprocal exchanges" between scientists and publics (Peterman, Robertson Evia, Cloyd, & Besley, 2017). These exchanges are thought to increase connectedness between scientists and the communities or publics with whom they interact through their EOC efforts (e.g.…”

mentioning

confidence: 99%

Bridging the gap between science communication practice and theory: Reflecting on a decade of practitioner experience using polar outreach case studies to develop a new framework for public engagement design

Salmon

Roop

2019

Polar Record

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The International Polar Year 2007–2008 stimulated a wide range of education, outreach and communication (EOC) related to polar research, and catalysed enthusiasm and networks that persist ten years on. Using a multi-method approach that incorporates case studies, auto-ethnographic interviews, and survey data, we interrogate the opportunities and limitations of polar EOC activities and propose a new framework for practical, reflexive, engagement design. Our research suggests that EOC activities are under-valued and often designed based on personal instinct rather than strategic planning, but that there is also a lack of accessible tools that support a more strategic design process. We propose three foci for increasing the professionalisation of practitioner approaches to EOC: (1) improved articulation of goals and objectives; (2) acknowledgement of different drivers, voices and power structures; and (3) increased practical training, resources and reporting structures. We respond to this by proposing a framework for planning and design of public engagement that provides an opportunity to become more transparent and explicit about the real goals of an activity and what “success” looks like. This is critical to effectively evaluate, learn from our experiences, share them with peers, and ultimately deliver more thoughtfully designed, effective engagement.

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mentioning

confidence: 99%

Bridging the gap between science communication practice and theory: Reflecting on a decade of practitioner experience using polar outreach case studies to develop a new framework for public engagement design

Salmon

Roop

2019

Polar Record

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“…For assessing the influence of the four different sources of self-efficacy, many Self-Efficacy' scale. In their subsequent validation paper they suggested that it could be further adapted and validated again for other subjects and educational contexts (30). Their scale comprises items that assess the influence of the four sources of SSE and includes family members and teachers as providers of Verbal Persuasion and Vicarious Experience but does not include scientists.…”

Section: Science Self-efficacy and Scientistsmentioning

confidence: 99%

“…In science outreach, whilst there have been scales developed to assess the selfefficacy of the scientists delivering the outreach (30)(31) currently there are no instruments to assess the impact of the outreach on participating children's SSE.…”

Section: Science Self-efficacy and Scientistsmentioning

confidence: 99%

Development and validation of the Irish Science Self-Efficacy Children’s Questionnaire to assess the short-term influence of scientists facilitating outreach

Carroll

Sheahan

McCauley

et al. 2020

Preprint

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Despite the positive relationship between science self-efficacy and science motivation, and the prevalence of scientist-led outreach programs, there is limited research on the effect of scientists on children’s science self-efficacy beliefs. Furthermore, there is no extant science self-efficacy research on primary pupils in Ireland, possibly due to the absence of a suitable and valid assessment instrument. This multi-study research aimed to develop and validate a questionnaire suitable for investigating the effect of scientist-facilitated science outreach on the science self-efficacy of children aged 11-12 years old. In Study 1 the first version of the Irish Science Self-Efficacy Children’s Questionnaire (IS-SEC-Q) was developed and tested with 92 primary school students. In Study 2, the revised questionnaire was re-tested with 282 students. For both studies, construct validity was examined through factor analysis. Questionnaire interpretation and comprehension were investigated via interviews (N=4 and 25 respectively). In Study 2, convergent and criterion validity of the scales was also examined. The final IS-SEC-Q contained 5 scales (63 items), including an adaptation of Usher and Pajares ‘Sources of Self-Efficacy in Mathematics’ scale. Study 2 interviews indicated possible misinterpretations of the Emotional State subscale. The questionnaire demonstrated good psychometric properties and should serve well for informal science education practitioners endeavouring to assess their impact on primary children’s science self-efficacy.

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“…Some focus on public engagement with science and, specifically, the outcomes of volunteer citizen scientists (e.g., the Developing, Validating and Implementing Situated Evaluation Instruments [DEVISE] scales; Cornell Lab of Ornithology, ); others target constructs such as the “activation” of science learning that can bridge formal and informal contexts (Activation Lab, ). Most recently, the American Association for the Advancement of Science commissioned the development of shared measures for scientists who participate in public engagement activities (Peterman, Robertson Evia, Cloyd, & Besley, in press; Robertson Evia, Peterman, Cloyd, & Besley, ).…”

Section: Looking Aheadmentioning

confidence: 99%

Evaluating Informal STEM Education: Issues and Challenges in Context

Allen¹,

Peterman²

2019

New Drctns Evaluation

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We define “informal STEM education” and explain some of the reasons its outcomes are so inherently challenging to evaluate, including the critical need for ecological validity and the fact that many informal learning experiences are low‐visibility and opportunistic. We go on to highlight significant advances in the field, starting with the fundamental embracing of learning outcomes that go well beyond narrow measures of knowledge and skills, to include interest, engagement, and identity‐building. Within that framework, we note the development of shared constructs and shared instruments emerging in multiple sectors of informal STEM education. We also highlight advances in unobtrusive instrumentation and powerful analytic techniques that make it possible to evaluate learners’ unfolding experiences more directly than ever before. Finally, we point to underlying factors that support a growing and maturing professional community of informal STEM learning evaluators, and some of the “learning ecosystem” metaphors that frame their thinking.

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Validating a scale that measures scientists’ self-efficacy for public engagement with science

Cited by 21 publications

References 39 publications

Bridging the gap between science communication practice and theory: Reflecting on a decade of practitioner experience using polar outreach case studies to develop a new framework for public engagement design

Bridging the gap between science communication practice and theory: Reflecting on a decade of practitioner experience using polar outreach case studies to develop a new framework for public engagement design

Development and validation of the Irish Science Self-Efficacy Children’s Questionnaire to assess the short-term influence of scientists facilitating outreach

Evaluating Informal STEM Education: Issues and Challenges in Context

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