UWE Science Communication Postgraduate Papers

ForewordThis second volume in the Postgraduate Papers series has been produced as part of the celebrations of ten years of Science Communication postgraduate programmes in the Faculty of Health and Applied Sciences, University of the West of England, Bristol.Every year, some fifteen to twenty students undertake a Master’s level project as part of their MSc studies. These papers represent just a small selection of the projects carried out between 2009 and 2013 but they persuasively demonstrate the wide range of subjects tackled by our students and the innovative research they conduct.Bonnie Buckley, Jennifer Garrett and Melanie Davies looked at aspects of science communication in science centres and museums. Bonnie examined the motivations that lead people to be volunteers in science centres; Jennifer investigated how science centres can play a role in communicating environmental sustainability and Melanie explored how science centres can use a range of activities to sustain and develop creativity. The Internet offers new modes and new routes for dialogue and science communication. Felicity Liggins, Mathieu Ranger and Robin Longdin undertook projects in this dynamic medium. Felicity explored attitudes to blogging in the UK Met Office, while Mathieu looked at the particular challenges faced by science bloggers and Robin investigated whether online interaction with scientists could positively affect school students’ attitudes to science.Amy Seakins, Maya Herbolzheimer and Sarah Venugopal’s projects were all based in the lively and diverse world of festivals. Spanning the worlds of traditional and online communication, Amy considered how citizen science projects could make the most effective use of the media; Maya investigated the effectiveness of a Festival of Nature in engaging a wide range of attendees with nature conservation, while Sarah examined the relationship between arts and science at a science event embedded in an arts festival.The final two papers, by Michal Jane Filtness and Alexander Brown defy grouping but clearly illustrate the variety of audiences our students address. Michal investigated researchers’ views of the Pathways to Impact tool created by the UK Research Councils to increase the public impact of research, while Alexander evaluated the impact on school students’ attitudes to science among young people who had undertaken work experience placements at a UK research council. We want to congratulate those graduates whose research is included in this volume and thank them for the time and care they have taken in creating their contributions. Thanks should also go to the graduates’ academic supervisors, who are the co-authors on these papers; in particular Dr Karen Bultitude and Dr Helen Featherstone, who are now based at other institutions. We would also like to thank the many organisations whose support made these projects possible.We are honoured to share in our graduates’ success and delighted to have this opportunity to open up their work to a wider audience. We wish all our graduates every success in their careers as science communicators

Disorientating, fun or meaningful? Disadvantaged families' experiences of a science museum visit

It is widely agreed that there is a need to increase and widen science partici- pation. Informal science learning environments (ISLEs), such as science museums, may provide valuable spaces within which to engage visitors—yet the visitor profile of science museums remains narrow. This paper seeks to understand the experiences of socially disadvantaged families within such spaces. Using a Bourdieusian analytic lens, we analyse qualitative data from a small study conducted with ten parents and ten children from an urban school who visited a large science museum. Data includes pre- and post-interviews, audio recordings and visit fieldnotes. We characterised families’ experiences as falling into three discourses, as ‘disorientating’, ‘fun’ or ‘meaningful’ visits. Analysis identifies how the families’ experiences, and the likelihood of deriving science learning from the visit, were shaped through interactions of habitus and capital. Implications for improving equity and inclusion within ISLEs are discussed

Revealing Questions:What Are Learners Asking About?

Weekly newspaper from Boise City, Oklahoma that includes local, state, and national news along with advertising. Established at Kenton, Oklahoma and moved to Boise City, March 24th, 1910

“I’m being a man here”:Urban boys’ performances of masculinity and engagement with science during a science museum visit

The importance of increasing and widening participation in post-compulsory science and informal science learning (ISL) spaces is widely recognized—particularly for working-class and minority ethnic communities. While there is a growing understanding of the intersection of femininity with class, ethnicity, and science learning across formal and informal settings, there has been little work on how masculinity may shape urban boys’ science (non)participation and (dis)engagement. This article analyzes performances of masculinity enacted by 36 urban, working-class boys (from diverse ethnic backgrounds) during school science museum visits, exploring how these performances relate to science identity and engagement. We identify three main performances of masculinity enacted during the visits (“laddishness,” “muscular intellect,” and “translocational masculinity”), and trace the implications of each for boys’ science engagement. We consider the power implications of these performances, notably the extent to which hegemonic masculinity is normalized within the science museum space, the ways in which this normalization is co-constitutive of the boys’ performances of masculinity, and the implications of the boys’ performances of masculinity for other students (notably girls and less dominant boys). The article concludes with implications for research, policy, and practice regarding how to promote equitable participation and science learning within ISL

Using Bourdieu in practice? Urban secondary teachers’ and students’ experiences of a Bourdieusian-inspired pedagogical approach

This article discusses an attempt at a Bourdieusian-inspired form of praxis, developed and implemented in collaboration with nine London teachers, aimed at developing a socially just approach to engaging students with science. Data are discussed from nine months of classroom observations of nine secondary science classes from six inner London schools (approximately 200 students, aged 11–15), interviews and workshop data from the nine teachers and 13 discussion groups conducted with 59 students. The approach resulted in noticeable changes in practice, which were perceived by teachers and students to improve student engagement, cultivate a range of science-related dispositions and promote wider student participation and ‘voice’ in classes. Issues, limitations and possibilities for sociology of education are discussed

Examining student engagement with science through a Bourdieusian notion of field

Student engagement with science is a long-standing, central interest within science education research. In this article, we examine student engagement with science using a Bourdiusian lens, placing a particular emphasis on the notion of field. Over the course of one academic year, we collected data in an inner London secondary science classroom through lesson observations, interviews and discussion groups with students, and interviews with the teacher. We argue that applying Bourdieusian theory can help better understand differential patterns of student engagement by directing attention to the alignment between students’ habitus and capital, and the field. Student behaviours that did not meet the requirements of the wider field were not recognised and valued as constituting engagement. Even when the ‘rules of the game’ of the science classroom were understood by the students, the tensions they experienced within the field made engaging with science impossible and undesirable. We discuss how a greater focus on the field can be useful for planning future interventions aimed at making science education more equitable