Public engagement: Talking science to laypersons as perceived by postgraduate students in Jordan
Keywords:
Public Engagement, Talking Science, Laypersons
Abstract
Aim: This research sought to understand how and why postgraduate students in Jordan viewed the importance of involving non-laypersons in their research.
Method: Twelve hundred-eight graduate students from Yarmouk University were randomly chosen for this study. Twenty-four items were taken from a questionnaire with a Likert scale of 1-5.
Findings: Respondents agreed that communicating with and involving the public was important and that doing so would benefit their everyday lives and the proper application of technology. In the end, scientists need to be able to convey their findings to the general public.
Implications/Novel Contribution: Communication facilitates the spread of information and its subsequent application. How cooperation can be encouraged is explored in detail in the report. The findings will aid non-laypersons in training and communication.
References
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Somerville, C., Richard. (2012). Communicating the science of climate change. Physics Today, 64(10), 48-53. doi:https://doi.org/10.1063/pt.3.1296
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Von Winterfeldt, D. (2013). Bridging the gap between science and decision making. Proceedings of the National Academy of Sciences, 110(3), 14055-14061. doi:https://doi.org/10.1073/pnas.1213532110
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Wynne, B. (1989). Sheepfarming after chernobyl: A case study in communicating scientific information. Environment: Science and Policy for Sustainable Development, 31(2), 10-39. doi:https://doi.org/10.1080/00139157.1989.9928930
Wynne, B. (1991). Knowledges in context. Science, Technology, & Human Values, 16(1), 111-121. doi:https:// doi.org/10.1177/016224399101600108
Wynne, B. (1996). May the sheep safely graze? A reflexive view of the expert-lay knowledge divide. In Lash, S. Szerszynski, B. & Wynne, B. (Eds.), Risk, environment and modernity: Towards a new ecology. London, UK: Sage Publications.
American Association for the Advancement of Science. (1993). Benchmarks for science literacy. Retrieved from https://bit.ly/2PWNhNo (accessed on 12 July, 2014)
Bakuwa, J. (2014). The role of laypeople in the governance of science and technology. International Journal of Humanities and Social Science, 4(5), 121-128.
De Bruin, W. B., & Bostrom, A. (2013). Assessing what to address in science communication. Proceedings of the National Academy of Sciences, 110(3), 14062-14068. doi:https://doi.org/10.1073/pnas.1212729110
Dietz, T. (2013). Bringing values and deliberation to science communication. Proceedings of the National Academy of Sciences, 110(3), 14081-14087. doi:https://doi.org/10.1073/pnas.1212740110
Irwin, A., & Wynne, B. (1996). Misunderstanding science? The public reconstruction of science and technology. Cambridge, UK: Cambridge University Press.
Kahneman, D., & Egan, P. (2011). Thinking, fast and slow. New York, NY: Farrar, Straus and Giroux.
Klahr, D. (2013). What do we mean? on the importance of not abandoning scientific rigor when talking about science education. Proceedings of the National Academy of Sciences, 110(3), 14075-14080. doi:https://doi.org/10.1073/pnas.1212738110
Kongmanus, K. (2016). Development of project-based learning model to enhance educational media business ability for undergraduate students in educational technology and communications program. Journal of Advances in Humanities and Social Sciences, 2(5), 287-296. doi:https://doi.org/10.20474/jahss-2.5.5
Limjuco, R. P., Jr, F. C. C., Loguinsa, L. A., Elmer, J., & Noval, G. (2017). Structural equation modelling of reality tv shows in the philippines vis a vis peopleâA ̆ Zs phenomenological views. ́ Journal of Advanced Research in Social Sciences and Humanities, 2(4), 249-263. doi:https://doi.org/10.26500/jarssh-02-2017-0403
Löfstedt, R. E., Fischhoff, B., & Fischhoff, I. R. (2002). Precautionary principles: General definitions and specific applications to genetically modified organisms. Journal of Policy Analysis and Management, 21(3), 381-407. doi:https://doi.org/10.1002/pam.10051
Lupia, A. (2013). Communicating science in politicized environments. Proceedings of the National Academy of Sciences, 110(3), 14048-14054. doi:https://doi.org/10.1073/pnas.1212726110
Merz, J. F., Fischhoff, B., Mazur, D. J., & Fischbeck, P. (1993). A decision-analytic approach to developing standards of disclosure for medical informed consent. Journal of Products and Toxics Liability, 15(3), 191-215.
Morgan, M., & Henrion, M. (1990). Uncertainty. Cambridge, UK: Cambridge University Press.
Pew Research Center. (2015). How scientists engage the public. Retrieved from https://pewrsr.ch/1vwiGF3 (accessed on 15 February, 2018)
Raiffa, H. (1968). Decision analysis. Reading, MA: Addison-Wesley.
Reyna, V. F. (2012). A new intuitionism: Meaning, memory, and development in fuzzy trace theory. Judgment and Decision making, 7(3), 332-339.
Schwartz, L. M., & Woloshin, S. (2013). The drug facts box: Improving the communication of prescription drug information. Proceedings of the National Academy of Sciences, 110(3), 14069-14074. doi:https://doi.org/10.1073/pnas.1214646110
Somerville, C., Richard. (2012). Communicating the science of climate change. Physics Today, 64(10), 48-53. doi:https://doi.org/10.1063/pt.3.1296
The Royal Society of London. (1985). The public understanding of science. Retrieved from https://bit.ly/2uCjJuf (Accessed on 12 July, 2016)
Von Winterfeldt, D. (2013). Bridging the gap between science and decision making. Proceedings of the National Academy of Sciences, 110(3), 14055-14061. doi:https://doi.org/10.1073/pnas.1213532110
Wijetunge, M. T. N. (2016). Using communicative task-based speaking activities to enhance ESL speaking motivation in undergraduates. International Journal of Humanities, Arts and Social Sciences, 2(6), 203-208. doi:https://doi.org/10.20469/ijhss.2.20002-6
Wynne, B. (1989). Sheepfarming after chernobyl: A case study in communicating scientific information. Environment: Science and Policy for Sustainable Development, 31(2), 10-39. doi:https://doi.org/10.1080/00139157.1989.9928930
Wynne, B. (1991). Knowledges in context. Science, Technology, & Human Values, 16(1), 111-121. doi:https:// doi.org/10.1177/016224399101600108
Wynne, B. (1996). May the sheep safely graze? A reflexive view of the expert-lay knowledge divide. In Lash, S. Szerszynski, B. & Wynne, B. (Eds.), Risk, environment and modernity: Towards a new ecology. London, UK: Sage Publications.
Published
2018-06-18
Section
Articles
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
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