The Attributes of Informal Science Education: A Science Communication Perspective
The Attributes of Informal Science Education: A Science Communication Perspective
复制标题
非正式科学教育的属性：科学传播的视角
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
L. Rennie
中科院分区：
文献类型：
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作者：
S. Stocklmayer;L. Rennie
非正式的科学教育越来越注重科学在学校以外的成人世界中的作用，因此，终身学习科学的各个方面是教育目标。科学传播与公众的科学意识有关，这在许多方面与这一目标相交叉。鉴于它们都致力于提高公众对科学的兴趣和意识，它们之间更紧密的联系可以增强各自的利益。与非正式科学教育一样，科学传播学科的理论框架也来自于各种其他学科，包括正规教育和相关领域。然而，它的范围更广，因为科学传播者从事的职业包括科学机构、政府、媒体和非正式科学教育的职位。在本章中，我们首先确定了非正式科学教育的属性，这些属性为学龄学生和更广泛的公众在非正式背景下的科学学习提供了基础，并继续概述了科学传播领域。我们讨论了有效的科学传播所固有的各种技能和知识，借鉴了对科学公共传播的研究，以及与这一更广泛目标相关的各种科学传播模式。最后，我们提出了一个框架，该框架将这些技能和知识的属性结合起来，特别关注那些对传播科学非正式环境有价值的属性。非正式学习的背景在科学传播中有非常广泛的应用，从更被动的听众的概念到充分参与的体验。那些提供这种体验的人，无论是在动物园、博物馆还是通过电视节目，都需要从一个知情的、专业的角度来提供这种体验，并结合和利用科学传播技巧。
Informal science education is, increasingly, focusing on the role of science in the adult world beyond school, for which lifelong learning about aspects of science is the educational goal. Science communication is concerned with the public awareness of science, which intersects with this goal in many ways. Given that they are both focused on enhancing public interest in and awareness about science, closer ties between them can strengthen the benefits of each. Like informal science education, the discipline of science communication draws its theoretical framework from a variety of other disciplines, including formal education and cognate fields. It is, however, more wide-ranging, because science communicators take up careers which include positions in science institutions, government, the media, and informal science education. In this chapter we first identify the attributes of informal science education that underpin science learning in informal contexts, both for school-age students and the wider public, and continue with an overview of the field of science communication. We discuss the kinds of skills and knowledge that are intrinsic to effective science communication, drawing upon research into the public communication of science and the various models of science communication that pertain to this wider aim. Finally we propose a framework that amalgamates the attributes with those skills and knowledge with a particular focus on those which are valuable to those communicating science informal contexts. The context of informal learning has a very broad application in science communication, from the notion of a more passive audience through to a fully participatory experience. Those who provide the experience, whether it be at a zoo, a museum, or via a television program, need to be doing so from an informed, professional perspective which incorporates and exploits science communication skills.