Science communication training: what are we trying to teach?
Science communication training: what are we trying to teach?
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DOI：
10.1080/21548455.2017.1303756
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发表时间：
2017-01-01
影响因子：
1.7
通讯作者：
Lewenstein, Bruce V.
中科院分区：
文献类型：
--
作者：
Baram-Tsabari, Ayelet;Lewenstein, Bruce V.
科学和技术的公共传播的迅速增长导致了许多不同的培训计划。我们问：科学传播培训的学习目标是什么？未来培训的一套全面的学习目标将充分借鉴有助于科学传播的各个领域。学习目标有助于决定什么是成功，以及如何收集学习的证据。基于“在非正式环境中学习科学”的学习链，我们建立了一个概念上连贯的科学交流学习的定义，解决情感问题，内容知识，方法，反思，参与和身份。我们回顾了几十篇描述科学沟通训练的文章，确定了外显和内隐的学习目标。我们确定了通常用于培训计划的结果的差距;这些差距尤其出现在情感学习和身份形成领域。没有一个项目可以实现所有学习目标。不同的课程可能是专为科学家谁留在科学，希望成为记者，希望为博物馆工作，等等，但我们相信概念的连贯性可以帮助课程设计者确定重要的目标。创建一个共同的语言将提高跨课程和计划的结果进行比较的能力。
Rapid growth in public communication of science and technology has led to many diverse training programs. We ask: What are learning goals of science communication training? A comprehensive set of learning goals for future trainings will draw fully from the range of fields that contribute to science communication. Learning goals help decide what to count as success and how to gather evidence of learning. Based on the strands of learning developed for 'learning science in informal environments', we built a conceptually coherent definition of science communication learning that addresses affective issues, content knowledge, methods, reflection, participation, and identity. We reviewed dozens of articles describing science communication training, identifying explicit and implicit learning goals. We identified gaps in outcomes commonly used for training programs; these gaps appeared especially in the areas of affective learning and identity formation. No one program can achieve all learning goals. Different courses might be tailored for scientists who remain in science, wish to become journalists, wish to work for museums, etc. But we believe conceptual coherence can help course designers identify important goals. Creating a common language will increase the ability to compare outcomes across courses and programs.