Gender Stereotypes in Science Education Resources: A Visual Content Analysis

More men are studying and working in science fields than women. This could be an effect of the prevalence of gender stereotypes (e.g., science is for men, not for women). Aside from the media and people’s social lives, such stereotypes can also occur in education. Ways in which stereotypes are visible in education include the use of gender-biased visuals, language, teaching methods, and teachers’ attitudes. The goal of this study was to determine whether science education resources for primary school contained gender-biased visuals. Specifically, the total number of men and women depicted, and the profession and activity of each person in the visuals were noted. The analysis showed that there were more men than women depicted with a science profession and that more women than men were depicted as teachers. This study shows that there is a stereotypical representation of men and women in online science education resources, highlighting the changes needed to create a balanced representation of men and women. Even if the stereotypical representation of men and women in science is a true reflection of the gender distribution in science, we should aim for a more balanced representation. Such a balance is an essential first step towards showing children that both men and women can do science, which will contribute to more gender-balanced science and technology fields.Science Communication and Societ

Enhancing national environmental monitoring through local citizen science

Citizen science, the active participation of the public in scientific research projects, is a rapidly expanding field in open science and open innovation. It provides an integrated model of public knowledge production and engagement with science. As a growing worldwide phenomenon, it is invigorated by evolving new technologies that connect people easily and effectively with the scientific community. Catalysed by citizens’ wishes to be actively involved in scientific processes, as a result of recent societal trends, it also offers contributions to the rise in tertiary education. In addition, citizen science provides a valuable tool for citizens to play a more active role in sustainable development. This book identifies and explains the role of citizen science within innovation in science and society, and as a vibrant and productive science-policy interface. The scope of this volume is global, geared towards identifying solutions and lessons to be applied across science, practice and policy. The chapters consider the role of citizen science in the context of the wider agenda of open science and open innovation, and discuss progress towards responsible research and innovation, two of the most critical aspects of science today

Participants in Citizen Science

The most important factor that defines citizen science is that non-professional scientists contribute to scientific research. Therefore, it is important to recognise the perspectives and experiences of these participants. Projects may provide ways for participants to contribute to scientific research at different stages of the scientific process according to different levels of engagement. Understanding what motivates citizen scientists to engage in a project, and subsequently matching the project to these motivations, will help project leaders to recruit and retain participants. In addition, it is important to understand what benefits participants gain from engagement in citizen science projects. For individual projects, this will help ensure that scientists as well as participants benefit. For the wider field of citizen science, this will provide evidence of the potential impact of citizen science on participants. However, participants may also encounter challenges during their engagement with citizen science projects. Project leaders and scientists should plan in advance to address these challenges and ensure that relevant expertise is present in the project team. Keywords Citizen engagement · Participant motiScience Communication and Societ

A Theory of Rational Attitude Polarization

Numerous experiments have demonstrated the possibility of attitude polarization. For instance, Lord, Ross & Lepper (1979) partitioned subjects into two groups, according to whether or not they believed the death penalty had a deterrent effect, and presented them with a set of studies on the issue. Believers and skeptics both become more convinced of their initial views; that is, the population polarized. Many scholars have concluded that attitude polarization shows that people process information in a biased manner. We argue that not only is attitude polarization consistent with an unbiased evaluation of evidence, it is to be expected in many circumstances where it arises. At the same time, some experiments do not find polarization, under the conditions in which our theory predicts the absence of polarization

Geoscience on television: a review of science communication literature in the context of geosciences

Geoscience communication is becoming increasingly important as climate change increases the occurrence of natural hazards around the world. Few geoscientists are trained in effective science communication, and awareness of the formal science communication literature is also low. This can be challenging when interacting with journalists on a powerful medium like TV. To provide geoscience communicators with background knowledge on effective science communication on television, we reviewed relevant theory in the context of geosciences and discuss six major themes: scientist motivation, target audience, narratives and storytelling, jargon and information transfer, relationship between scientists and journalists, and stereotypes of scientists on TV. We illustrate each theme with a case study of geosciences on TV and discuss relevant science communication literature. We then highlight how this literature applies to the geosciences and identify knowledge gaps related to science communication in the geosciences. As TV offers a unique opportunity to reach many viewers, we hope this review can not only positively contribute to effective geoscience communication but also to the wider geoscience debate in society

Standardizing the assessment of citizen scientists’ motivations: a motivational goal-based approach

Science Communication and Societ

Effects of a STEM-oriented lesson series aimed at inclusive and diverse education on primary school children's perceptions of and sense of belonging in space science

The number of women and underrepresented individuals working in science, technology, engineering and mathematics (STEM) fields does not reflect the diversity of our societies. Even if children have an interest in STEM, they may not consider choosing a study or career in that direction if their perception is that they would not belong in science. This study examines the effects of a STEM lesson series aimed at inclusivity and diversity on children’s perception and sense of belonging in space science. Before and after the lesson series, children filled out a questionnaire aimed at eliciting their perception of space science and space scientists. After the lessons, a subsample of children was interviewed about the effects of the lesson series on the children’s perception and sense of belonging regarding space science. Six months after the last lesson took place, children from two classes filled out a short survey with open questions to measure retention. The results of this study showed that the lesson series had a significant impact on children’s perception of space scientists, and that the implementation of the lessons facilitated thinking about (a future in) space science. This lesson series has succeeded in changing children’s perception of space scientists as a diverse and international group of people

Enhancing national environmental monitoring through local citizen science

Science Communication and Societ