Challenges of Communicating Science: Perspectives From the Philippines

Science communication research is dominated by Western countries. While their research provides insight into best practices, their findings cannot be generalized to developing countries. This study examined the science communication challenges encountered by scientists and science communicators from Manila, Philippines through an online survey and semi-structured, investigative interviews. Their answers revealed issues which have been echoed in other international studies. However, challenges of accessibility and local attitudes to science were magnified within the Philippine context. These results indicate the ubiquity of certain challenges in science communication and the need for country-specific science communication frameworks. Further research on the identified challenges is needed on a local and global scale

Influences on the science teaching self efficacy beliefs of Australian primary school teachers

The science teaching self-efficacy beliefs of primary school teachers are influential on teaching practice. The purpose of this research was to determine if informal education institutions, such as science centres, could provide professional development that influenced the self-efficacy of pre-service and in-service primary school teachers, and to what extent this was influenced by their science background, years of teaching experience and external, environmental factors. Participants were also asked if places such as science centres had a role to play with, and for, teachers. A cohort of eight final year pre-service teachers and 13 in-service teachers (six from one New South Wales (NSW) school and seven from one Australian Capital Territory (ACT) school) completed a series of four one-hour workshops and were surveyed immediately before, immediately after, four months after and 11 months after the workshops. Surveys and semi-structured interviews were used in the data collection. The results of this research showed that four hours of science centre produced, professional development workshops were capable of increasing the science teaching self-efficacy of all but three participants, with observable results for at least 11 months after the completion of the workshops. The ACT in-service cohort showed the greatest overall gains in self-efficacy. The pre-service cohort showed greatest gains in confidence in, and enjoyment of, science teaching. The school environment of the in- service participant cohorts was a major determining factor of how their increased self- efficacy influenced their teaching practice, with positive and negative consequences. This thesis clearly demonstrated that the science education experienced by teachers in this study was highly influential in their own development of perceptions and beliefs about science that they, in turn, take to the classroom. This was just as applicable to newly graduated teachers as it was to those who have been teaching for over 20 years. Participants identified a role for science centres as a source of inspiration, support and training for teachers in order to help them teach science more effectively. This project showed that the informal education sector could enact positive reforms within science education, but only if the context in which teachers must operate is taken into account and reform efforts adapted accordingly. The informal science education sector could be the key to achieving long lasting reform in science education where other, formal measures have failed

Academic integrity and oral examination: an Arabian Gulf perspective

Academic dishonesty is a major challenge facing educational institutions worldwide. Within the context of undergraduate education in the Arabian Gulf, oral assessment can help validate the originality of student work, whilst simultaneously facilitating assessment in a mode highly resonant with the region\u27s own educational traditions and collectivist cultural norms. The present study aims to examine student perceptions of a group-based oral examination. This was introduced as an alternative to written examinations, and as an adjunctive assessment of a course essay. Three undergraduate sections (N = 75) of an introductory psychology course at Zayed University in the United Arab Emirates sat the oral examination. Participants were later surveyed about their experience immediately after the exam (prior to knowing their grade). The dominant themes to emerge from the analysis were relief, satisfaction with the process and ecological relevance. Another theme was a perception of fairness and promotion of academic integrity. The group oral exam appears to provide a well-tolerated, culturally resonant means of assessment, which also promotes academic integrity within the present Arabian Gulf context. © 2013 Taylor & Francis

Science teaching self-efficacy of culturally foreign teachers: A baseline study in Abu Dhabi

The research presented describes an exploratory study examining the science teaching efficacy beliefs of culturally foreign teachers in Abu Dhabi\u27s primary schools, private and public. A standardized teacher self-efficacy instrument (STEBI A) specific to science education was used to collect data on teachers\u27 perceptions of their strengths and weaknesses in the area of science education. Results showed a much lower sense of self-efficacy in comparison to other studies elsewhere in the world, and indicate cultural adaptation - both personal and professional - may influence teaching efficacy of beginning and experienced teachers. Self-efficacy of teachers working within a culturally different environment is an underexplored field and is worthy of future research. © 2014 Elsevier Ltd

Public versus private education in primary science: The case of abu dhabi schools

This study compares public and private science education in sixteen Abu Dhabi primary schools. A survey including open-ended questions was used to assess teachers\u27 perceived strengths and challenges in teaching science. Perceptions of primary school principals were analyzed through individual interviews. Both sets of data sources were coded and several themes were identified. The predominant findings show that science teaching in Abu Dhabi\u27s schools faces a number of challenges. This study cannot conclude that either public or private education is superior in this context. However, it can begin to delineate how they differ. Many of the identified issues could be addressed by targeted, well-publicized professional development, which focuses on both teaching science content and integrating science throughout the curriculum. © 2013 Elsevier Ltd

Perceptions of barriers to career progression for academic women in stem

Gender equity in academia is a long-standing struggle. Although common to all disciplines, the impacts of bias and stereotypes are particularly pronounced in science, technology, engineering and mathematics (STEM) disciplines. This paper explores what barriers exist for the career progression of women in academia in STEM disciplines in order to identify key issues and potential solutions. In particular, we were interested in how women perceive the barriers affecting their careers in comparison to their male colleagues. Fourteen focus groups with female-identifying academics showed that there were core barriers to career progression, which spanned countries, disciplines and career stages. Entrenched biases, stereotypes, double standards, bullying and harassment all nega-tively impact women’s confidence and sense of belonging. Women also face an additional biological burden, often being pushed to choose between having children or a career. Participants felt that their experiences as STEM academics were noticeably different to those of their male colleagues, where many of the commonly occurring barriers for women were simply non-issues for men. The results of this study indicate that some of these barriers can be overcome through networks, mentoring and allies. Addressing these barriers requires a reshaping of the gendered norms that currently limit progress to equity and inclusion

Vaccination communication strategies: What have we learned, and lost, in 200 years?

This study compares Australian government vaccination campaigns from two very different time periods, the early nineteenth century (1803-24) and the early twenty-first (2016). It explores the modes of rhetoric and frames that government officials used in each period to encourage parents to vaccinate their children. The analysis shows that modern campaigns rely primarily on scientific fact, whereas 200 years ago personal stories and emotional appeals were more common. We argue that a return to the old ways may be needed to address vaccine hesitancy around the worl

Challenges of communicating science: Perspectives from the Philippines

Science communication research is dominated by Western countries. While their research provides insight into best practices, their findings cannot be generalized to developing countries. This study examined the science communication challenges encountered by scientists and science communicators from Manila, Philippines through an online survey and semi-structured, investigative interviews. Their answers revealed issues which have been echoed in other international studies. However, challenges of accessibility and local attitudes to science were magnified within the Philippine context. These results indicate the ubiquity of certain challenges in science communication and the need for country-specific science communication frameworks. Further research on the identified challenges is needed on a local and global scale

Perceptions of stereotypes applied to women who publicly communicate their STEM work

Gender biases and stereotypes are prevalent in science, technology, engineering and mathematics (STEM) fields, which can create obstacles for the attraction, retention and progression of girls and women to STEM studies and careers. There are many initiatives which are used to attempt to address these biases and stereotypes, including the use of visible role models. This study explores the perceptions of the stereotypes applied to female STEM professionals who publicly speak about their work in both academic and non-academic settings. Using workshops with over 300 participants, predominantly female STEM professionals, from over 25 different cultural backgrounds, the results showed women who publicly communicate their work are likely to be stereotyped as 'bitchy', 'bossy', and 'emotional' - often by their own gender. These findings suggest that women may be in a more vulnerable position when communicating publicly about their work, which could have implications for them participating fully in their careers. It may also have implications for programs which use role models to address prevailing STEM stereotypes. Systematic cultural and institutional change is needed in STEM fields to address the underlying bias and negative stereotypes facing women. However, it should be ensured that the intended solutions to facilitate this change are not compounding the problem

One size does not fit all: gender implications for the design of outcomes, evaluation and assessment of science communication programs

As science communication programs grow worldwide, effective evaluation and assessment metrics lag. While there is no consensus on evaluation protocols specifically for science communication training, there is agreement on elements of effective training: listening, empathy, and knowing your audience - core tenets of improvisation. We designed an evaluation protocol, tested over three years, based on validated and newly developed scales for an improvisation-based communication training at the Alan Alda Center for Communicating Science. Initial results suggest that 'knowing your audience' should apply to training providers as they design and evaluate their curriculum, and gender may be a key influence on outcomes