The Royal Institution Christmas Lectures are a landmark in the history of science communication. Started in 1825 by Faraday, they continue to be broadcast in the UK every year.
In this paper we explore the characteristics of the audiences for the current Christmas Lecture offerings and investigate how these engagements are perceived by their audiences. This is significant and timely since viewing habits are shifting away from traditional television and even iconic landmarks such as the Christmas Lectures have to adapt to remain relevant to old and new audiences. With today’s changing media landscape, it is important to know who is currently watching, how they are watching, and how they are perceiving the content. This cross-sectional study evaluated perceptions of live audiences, people watching at home via Twitter, and awareness of the Lectures by science-interested audiences. The Lectures play a key role as a traditional cultural event for science enthusiasts and are valued by these audiences for performative identity sharing and valued tradition. However, younger generations are shifting away from traditional television to online videos, and the Lectures must adapt to remain relevant to new audiences.
Photo credit: Paul Wilkinson Photography
While the Lectures themselves may not need changing, the broadcast Lectures as a vehicle to reach young people, or to enhance science capital for non-science enthusiasts, may have to be further thought through. Younger audiences are spending less time viewing traditional television and more time viewing online content, which tends to be shorter and enable interactive online con- versations. If the Ri wishes to extend the reach of its audience for the Lectures, the broadcast format may need to change to feature on channels or media which younger non-science enthusiasts are more likely to watch.
Margarida Sardo, Senior Research Fellow in Science Communication, Science Communication Unit, UWE Bristol.
WeCount is a citizen science research project funded by the H2020 SwafS-programme and aims to empower citizens to take a leading role in the production of data, evidence and knowledge around mobility in their own neighbourhoods. The project started in December 2019 and was designed to have lots of face-to-face engagement and interaction between the project team and citizens in five European cities and regions (Leuven in Belgium; Madrid and Barcelona in Spain, Ljubljana in Slovenia, Dublin in Ireland and Cardiff in the UK).
Just as the project started recruiting citizens and running workshops, the world was hit by the COVID-19 pandemic, which meant restrictions on who we could meet and where we could meet them. Eventually, all WeCount countries went into lockdown, which placed additional challenges on delivering the project as it was originally planned.
Dr Margarida Sardo, from the Science Communication Unit conducted a short evaluation aimed at understand the impacts of the COVID-19 pandemic in running and delivering a large-scale, international citizen science project.
Main challenges faced by the WeCount team:
Reaching specific groups, such as senior citizens and low socio-economic groups
Fear of face-to-face
The COVID-19 pandemic has no doubt created new challenges for some citizen science projects, but with hybrid approaches to participant recruitment and engagement, projects can still thrive. This study provides useful advice for creating the flexibility, adaptability, refocus required to overcome the challenges faced.
Based on the findings of this evaluation, Sophie Laggan has created a full infographic, highlighting both the challenges faced by the WeCount team, but also offering helpful approaches to counterbalance the impacts of the pandemic on delivering the project.
For a closer look at the infographic below or to download a copy, please click here.
With just ten years left to change our carbon intensive lifestyles to mitigate climate chaos, urgent decisions need to be made about how we can reach net zero and clean air. Meanwhile, the Covid19 pandemic and the Black Lives Matter movement show that citizen involvement in science communication has never been more critical to ensure a socially just transition.
At this critical moment, the ClairCity project has reached its final dissemination stage; Europe’s largest ever research project on citizen-led decision making for clean air and carbon reductions. Six cities and regions came together to share engagement methods to involve citizens in policymaking, namely, Amsterdam in The Netherlands, the Aveiro Region of Portugal, Bristol in the UK, the Liguria region of Italy, Ljubljana in Slovenia and Sosnowiec in Poland.
As a result of the project team’s efforts, 818,736 citizens were involved in some form or another. Of these, 8,302 were directly engaged through workshops, events, schools’ activities, mobile games and apps, and even videos, a number which far exceeded the expectations of the team.
Why was this significant? Because these 8,302 citizens all influenced clean air and climate change decisions in their local context.
Over four years, the project partners and Council officers made many collaborations with local community organisations and together with a strong social media presence, the project’s on- and offline presence grew. Through a variety of engagement tools, citizens were able to have their say on what mattered to them regarding transport and home heating and what they would like to see change to enable them to make greener choices. There were also candid discussions on the potential barriers to such changes to not only make these concerns known to decision makers, but to have a deeper understanding of the challenges and trade-offs that need to be made when taking policy decisions.
Equipped with this information, ClairCity was then able to consult policy makers about the policies proposed by citizens and discuss how to operationalise them. As a final step, the top citizen policies were modelled against current policy plans for each case study to assess whether citizens’ demands could affect future emissions and associated health impacts. In nearly every context, citizens were more ambitious than ‘business as usual’, with the exception of Amsterdam where the local government was in fact more ambitious than its citizens.
The aim of the evaluation was to see whether the project had fulfilled its aim of ‘raising awareness of environmental challenges and their solutions through proactive dissemination of the project outcomes’. To do this, we explored the demographics of participants and those less directly involved, examined indicators of awareness, attitudes, knowledge and enjoyment (so called Generic Learning Outcomes) and citizen’s intended behavioural changes. Additionally, we explored differences across countries, demographics and engagement tools, to understand perceptions in different contexts. Data collection was carried out through paper/online questionnaires, including pop-up windows in the game and app, as well as in-depth interviews with staff and social media analysis.
All tools exceeded their targets for audience reach, apart from the App which remained at BETA testing due to technical issues. The Delphi workshops were particularly impressive, with 4887 participants compared with 200 expected, and the ClairCity Skylines game, with 2,800 players worldwide compared with 1500 players expected. Both successes can be largely attributed to the on-the-ground outreach and marketing activities of our case study partners, who made connections with community organisations, produced flyers, spoke on the radio, attended events, and generally made lots of noise to attract people. The cities that spent less time and resources on this groundwork had fewer participants as a result.
Our social media platforms gained a lot of traction over the years, although they were again limited by time and resources available. Our Communication Coordinator in Bristol was able to orchestrate our main sites, resulting in (at the time of writing) 1,392 Twitter followers and 416 Facebook followers, and 36,482 website visitors. Sites managed by our partners – who weren’t dedicated science communicators – had considerably less traffic.
Data was collected for age, gender and educational attainment. Given the fact that ClairCity had targeted schools’ engagements, with several team members having direct connections to local schools, in addition to a mobile game, over 40% of participants were aged between 13-24. Working adults occupied around 50% of participants, and over 55+ represented less than 10%. This is quite an impressive finding considering most engagement projects fail to capture the full spectrum of ages.
63% of participants in the study identified as male. The biggest gender differential came from the game, with more than twice as many male players than female, which skewed the gender balance. Alongside this, many stakeholder workshop participants were senior men in regional organisations, which again skewed the gender balance.
Participants were asked about their education level in our workshops. 81% of respondents held a Bachelor’s degree or above. On the other hand, in the game, 79% ranked their level of knowledge on air quality as being low/none. In other words meaning, the game appealed to people with less expertise.
Both policy makers and teachers were asked about the usefulness of the tool relevant to them. An overwhelming percentage of policy makers found the policy workshop useful/very useful (95%), compared with a more modest percentage of teachers finding for the schools’ competition (61%). The schools’ activities have since been expanded following this feedback, and our Educator Pack (part one and two) is freely available online, and has been featured in the British Science Association Science Week pack, and through Sustainable Learning.
The majority of participants enjoyed or loved the activities in which they were involved. Both the Delphi and Stakeholder workshops greatly improved participants’ understanding of air quality (88% and 82% more understanding, respectively). 39% of game players left with more understanding, however for 45% their understanding stayed the same. The app mainly left people with the same understanding (47%), or feeling confused (18%).
Perhaps one of the biggest findings was in regards to behaviour change. At least half of all participants in the Delphi workshops, game, schools’ activities and stakeholder intended to change their behaviours as a result of their involvement (58%, 80%, 67% and 79%, respectively).
Upon cross-comparison, it was found that the more participants enjoyed the activity, the more they reported that their understanding of air quality had improved. Similarly, the more participants reported that their understanding had improved, the more they reported that they would change their behaviour. Younger people and those with lower education to start with were more likely to say they would change their behaviour. All of these relationships were highly statistically significant.
Ultimately, the more enjoyable the engagement activities, the more people gain understanding about the issues, and the more likely people are to make a change to their behaviour to reduce air pollution and carbon emissi0ns, and improve the health of our cities.
Reflections on the evaluation process
In future we would recommend other projects take additional time to target women’s groups, or develop ‘tools’ that appeal to women
While efforts were made to reach representivity through undertaking the Delphi process in low socio-economic status neighbourhoods, in hindsight we would have worked harder to amplify under represented voices. Recent Black Lives Matter protests have been a stark reminder of the need to make our work inclusive..
Working on an international project presented issues with translating the website and evaluation forms. More dedicated evaluation time, or expert science communicators in each country, would have helped researchers who were less experienced in social science research methods.
We benefitted from having evaluation embedded from the beginning (rather than an add-on), and as such designed our evaluation methods to work in different contexts and cultures
Most ClairCity staff found engaging with citizens challenging (due to not having experience in this) but highly rewarding. By the end of the project the vast majority stated they have enjoyed engaging with citizens. This was a rich experience in terms of new skills, with our staff reporting to have learned how to pitch their ideas, how to talk to citizens and how important is to listen to people as well.
If you are interested in our experiences, or in benefitting from our reports, please check out our website for a variety of resources and tools to aid future citizen-led decision making on climate change and air pollution.
and traffic congestion are among the main causes of poor urban living and have sparked
rising concerns about the negative impact that transport has on people’s health
and wellbeing in urban areas. According to the European Environment Agency, air
pollution caused 400,000 premature European deaths in 2016. As several European cities in Europe embark on
bold action to improve local transport and promote the use of alternative and
clean modes of transport, citizens are now mobilising to have their voice heard
and to actively participate in local transport policy development.
WeCount (Citizens Observing UrbaN Transport), a new
Horizon 2020 funded project, aims to empower citizens in five European cities
to take a leading role in the production of the data, evidence and knowledge
that is generated around mobility in their own communities. Five cities: Madrid, Ljubljana,
Dublin, Cardiff and Leuven are coming together to mobilise 1,500 citizens throughout
the coming year (2020) by following participatory citizen science methods to co-create
road traffic counting sensors based on the popular Telraam experience in Flanders.
A number of low-cost, automated, road traffic counting sensors (Telraams) will be mounted on each participating household’s window facing a road, which will allow authorities to determine the number and speeds of cars, large vehicles, cyclists and pedestrians. Furthermore, it will generate scientific knowledge in the field of mobility and environmental pollution and encourage the development of co-designed, informed solutions to tackle a variety of road transport challenges.
intends to establish a multi-stakeholder engagement mechanism to gather data in
these five pilot cities. Data will then be used to formulate informed solutions
to tackle a variety of road transport challenges, thus improving quality of life
at the neighborhood level. WeCount aims to break down technological and
societal silos, by putting citizens at the heart of the innovation process. The
project is the perfect vehicle to not only generate data but also promote and
support citizen advocacy to work towards cleaner and healthier cities.
UWE is one
of seven knowledge partners involved in the WeCount project, a list which
includes SMEs, academic institutions and non-profit organisations. UWE is participating
alongside Transport & Mobility Leuven, Ideas for Change, University College
Dublin, University of Ljubljana, Polis and Mobiel 21.
WeCount operates under the Research and Innovation Actions funding scheme, as facilitated by Horizon 2020 and the ‘Science with and for Society’ programme. WeCount will run until November 2021 and has received funding from the European Union’s Horizon 2020 Research and Innovation Programme under Grant Agreement No 872743.
Details of the project were also featured in a recent UWE Bristol press release.
There are around 5,000 former metal mines in England and Wales, and many hundreds of thousands globally. Many of these mines have a legacy of highly polluted wastes, which can pose a risk to water quality and human health. As metal supplies diminish and new sources of metals are needed, especially for use in smart technologies, the potential to extract metals from these mine wastes is being examined. However, they often support important habitats and species assemblages, or are important for their historical significance. For example, around 20% of former metal mines are associated with Sites of Special Scientific Interest, around 14% are protected by European designations including in the lead mining areas in the Pennines and North Wales, and the tin-copper mines of Cornwall. Around 15% of former metal mines in England are in a World Heritage Site including the Cornwall and West Devon Mining Landscape (Sinnett, 2018).
Much of the research and policy concerned with the management of abandoned mine wastes is focussed on environmental protection, landscape quality and the need to balance this with the conservation of nature and, to a lesser extent, heritage. In recent years there have also be a number of studies examining the motivation and preferences of those visiting restored mineral extraction sites.
However, there has been very little research on how local residents value their mining heritage and their preferences for its long-term management. This is important as it is ultimately local people who are affected by both the positive and negative impacts of this legacy, as well as any changes to the status quo. It is also essential to ensure that local people are supportive of any plans for the management of the sites. Understanding their preferences and concerns can inform this process.
We undertook some research with residents of former mining areas to address this gap in our understanding. Specifically, we explored the following questions: how do those living in former metal mining landscapes value them in terms of aesthetic appearance, role in preserving cultural heritage, nature conservation and tourism? What are the preferred options for managing abandoned metal mines?
We used the Q Method to examine the preferences of those living in six areas of metal mining in England and Wales. Q Method allows participants to ‘sort’ a series of statements based on the degree to which the statement represents their perspective on a subject. We selected a set of statements from the academic literature, policy and articles in local press. They covered a range of opinions and options on the mining legacy and its management.
Our analysis revealed five perspectives:
Preservationists want to maintain the status quo, and recognise the value of the mining landscape for its industrial heritage and nature conservation. They want former mine sites to be left alone, and protected, primarily for their heritage value.
Environmentalists are more motivated by water quality and pollution mitigation. They feel that that mine wastes would benefit from vegetation establishment and recognise their contribution to nature conservation. They value the role of experts.
Industry supporters prioritise the local economy and are the most supportive of mineral extraction in general and the reworking of mine wastes, feeling that it would create jobs and bring in new people.
Nature enthusiasts prioritise vegetation establishment on mine sites. They recognise the contribution mine sites make, or could make, to nature conservation. They want to see the sites restored, feeling they should not be left as they are.
Landscape lovers are focussed on improving the aesthetic appearance of the mine wastes. They are most concerned with the impact of mines on the landscape, but are open to the idea of reworking the mines to aid the local economy.
There were also several areas of agreement:
All residents prioritised water quality to some degree, with environmentalists and landscape lovers in particular feeling very strongly that this should take precedence over heritage features and nature conservation.
They also felt that the preference of the people living locally should take be a priority in deciding the future of the post-mining landscape, with most disagreeing that the future management of mine waste should be expert-led.
In summary, we found that most residents view their mining heritage positively for the cultural and ecological benefits that it provides, but they are concerned about the adverse impact on water quality and the lack of vegetation on many sites. There may be some support for metal recovery from abandoned mines if it is combined with high quality restoration that mitigates water pollution and revegetates the sites, whilst preserving their cultural heritage. Residents must be part of the process – too many feel that landscape decisions are taken out of the hands of local communities and do not benefit them.
Sinnett, D. (2019) Going to waste? The potential impacts on nature conservation and cultural heritage from resource recovery on former mineral extraction sites in England and Wales. Journal of Environmental Planning and Management, 62(7), 1227-1248. Available from https://uwe-repository.worktribe.com/output/852458.
A team of Science Communication Unit researchers was selected by the Royal Institution (Ri) to explore ways to continue modernising the Christmas Lectures, an iconic series that has run since 1825. Margarida Sardo, Hannah Little and Laura Fogg Rogers conducted research to explore strengths and opportunities for improving the series, created for children and televised annually for the past 50 years fronted by presenters including David Attenborough and Carl Sagan.
A centrepiece of the
national conversation about the place of science in our lives, the lectures
were started by scientist Michael Faraday in 1825 and are now designed to be
engaging and mind-expanding viewing for people of all ages but particularly
children. A series of three on a single topic, the lectures are filmed in
London in mid-December every year then broadcast on three consecutive days
during the Christmas period. In 2018, biological anthropologist, author and TV
presenter Alice Roberts and genetics expert Aoife McLysaght brought the
evolutionary story to life in a series called ‘Who Am I?’
with children attending the 2017 and 2018 events, a social media analysis of
the 2018 broadcasts and survey of science enthusiasts, researchers found the
lectures were cherished by audiences of all ages but format changes could help
broaden their appeal among young people, as well as older audiences. They
recommended exploring ways that the channel and time of the broadcasts
(currently BBC4 at 8pm) could be made more suitable for a younger audience,
including cutting the lectures down into short clips for social media to
reflect changing viewing habits.
The research team noted
that some adult viewers believed the lectures were so focused on a younger
audience that they lacked appeal for older viewers. To continue to attract a
significant adult audience, they recommended creating a companion lecture aimed
at older science fans.
Researchers also found
audience members enjoyed the live shows, particularly the engaging, interactive
and high-quality demonstrations. TV viewers valued the televised shows and many
remarked that watching with relatives had become a family tradition. But some
science enthusiasts suggested the Ri needed to re-evaluate its target audience
and questioned whether the needs of a live lecture and a TV programme were
being confused. Viewers were roundly supportive of female scientists presenting
the show, with particular praise reserved for the performance of Alice Roberts
and Aoife McLysaght in 2018.
The Christmas Lectures branding includes the prestigious Christmas
Lectures broadcast on BBC, as well as live shows, a Schools Conference, the Ri
Advent Calendar and “I’m a Scientist… get me out of here” – most of which were
covered by the evaluation.
The Christmas Lectures are an internationally known landmark of the Science Communication landscape, and we refer to it in our teaching as one of the earliest examples of scientists engaging with the public with institutional backing. Physicist Michael Faraday initiated this series that has run at the Royal Institution of Great Britain (Ri) since 1825, without interruption except World War II. Well known science communicators like David Attenborough and Carl Sagan are among more recent speakers.
It therefore came as a great opportunity to tender for the Ri’s call for an evaluation project, and an honour to be selected to deliver it. A team formed by Margarida Sardo, Laura Fogg-Rogers, Hannah Little and Erik Stengler, supported by the expertise in the wider SCU, has undertaken a close collaboration with the Royal Institution to explore strengths and opportunities for improvement of what has now become a much wider project than the actual lectures delivered at the Ri headquarters around Christmas each year and broadcast for over 50 years, mainly by the BBC. The Christmas Lectures has grown into a project that also includes continued provision of materials and activities for schools, public events such as talks at the Big Bang Fair and a traveling show that reaches out beyond the UK, all of which is also brought into the dimension of social media via different platforms, including YouTube, where the recordings of the Christmas Lectures are actually made available to be enjoyed at any time.
The evaluation by the SCU team will cover all these dimensions of the project and also explore what would attract people who do not yet engage with the Christmas Lectures in one way or another. It will be a great experience to be able to be part of and contribute to the continued success of the Christmas Lectures in these years leading to their 200th anniversary.
If you have any views and suggestions about the Christmas Lectures, do not hesitate to contact us so we can include them in this exciting evaluation!
With a total of six workshops across the country, the events were held at key mining locations across the South West (Tavistock and Redruth), the Pennines (Matlock Bath and Reeth) and Wales (Capel Bangor and Barmouth). At each paired location one workshop was held on a Wednesday evening and the other over a Thursday lunchtime – we wanted to ensure that the workshops were attended by a range of people, rather than those with a specific interest in mining heritage.
The Q method was used to examine the preferences of those living in areas of metal mining in England and Wales. This method was selected as it is suitable for contentious issues where there is no consensus of opinion and is effective at ensuring participants prioritise different outcomes. For example, instead of reporting that everything is ‘very important’, the Q Method allows participants to ‘sort’ a series of statements based on the degree to which the statement represents their perspective on a subject: the Q sort.
Evaluation on the chosen method was carried out and the data is currently being analysed. Preliminary results show this is a promising method of in-depth engagement. The Q sort was perceived by the participants as a time-consuming and demanding process but also interesting, thought provoking and challenging (in a good way!). Definitely a method to consider in a public engagement context, especially when looking for in-depth thoughts and views on certain issues.
We are now busy analyzing both the Q Method results and the full data from the evaluation and look forward to sharing the results in the near future.
Since May 2016, the Science Communication Unit has been involved with a four year, Europe-wide research project ClairCity.Laura Fogg Rogers, Margarida Sardo and Corra Boushel are all staff members on the project, leading the communication, dissemination and evaluation. Working on large-scale international projects requires a slightly different set of sci-comm skills to local or national projects. ClairCity is specifically about air pollution in cities, so communication is also affected by the fact that the team are working on issues that affect the public and their health every day.
ClairCity is an innovative air quality project involving citizens and local authorities in six countries around Europe. There are sixteen partner organisations involved in the project, which is funded by the EU Horizon 2020 fund. The project activities are geographically focused in six areas – two regions and four cities. These are: Amsterdam in the Netherlands; Bristol in the UK; Ljubljana in Slovenia; Sosnowiec in Poland; the Aveiro region in Portugal and the Liguria region around Genoa in Italy. The project aims to model citizens’ behaviour and activities to enrich public engagement with city, national and EU policy making about air quality and health. The resulting policy scenarios will allow cities to work towards improved air quality, reduced carbon emissions, improved public health outcomes and greater citizen awareness.
Each city or region is hosting a series of events and special activities to engage citizens in the ClairCity process and with the issues of air pollution and public health. The range of activities is designed to attract a range of different audiences into the project. There are large, online surveys, face-to-face encounters, workshops for citizens and local organisations, an online game, a free app, a schools’ competition, film-making with older people, city events and celebrations of cleaner air and better health. Promoting each of these requires planning for different audiences, meaning different media of communication, messaging, timescales and targets.
Get to know your partners. They are the gatekeepers to your local audiences and they will know the issues, processes and politics.
Translation is an art, not a science. Google translate can do marvels to understand incoming emails or tweets, but of course if you are communicating with a public outside of the writer’s native language, find a translator that you trust. This might even need to be a science writer.
Art can be international. Strong graphics can help to give your project a shared identity across multiple languages, in a way that infographics, diagrams and text will struggle. ClairCity had a graphic notetaker at the first project meeting and the output has been invaluable to giving an identity to the project.
Don’t forget time differences when organising skype calls!
Last week we posted details of our work on environmental policy publications as well as our research on outreach and informal learning. This week’s blog highlights our work in public engagement with robotics and robot ethics, as well as our work on science communication in wider cultural areas, including film, theatre and festivals. We also revisit the controversial issue of ‘fun’ in science communication.
Winfield, A. F. (2016) Written evidence submitted to the UK Parliamentary Select Committee on Science and Technology Inquiry on Robotics and Artificial Intelligence. Discussion Paper. Science and Technology Committee (Commons), Website. Available from: http://eprints.uwe.ac.uk/29428
This is a slightly unusual publication; here Professor Alan Winfield tells the story behind it. In March 2016 the UK Parliamentary Select Committee on Science and Technology opened an inquiry on Robotics and Autonomous Systems they posed four questions; the fourth of which held the greatest interest for me: The social, legal and ethical issues raised by developments in robotics and artificial intelligence technologies, and how they should be addressed? Then, in April, I was contacted by the EPSRC RAS UK network and asked if I could draft a response to this question to then form part of their response to the inquiry. This I did, but of course because of the word limit on overall responses, my contribution to the RAS UK submission was, inevitably, very abbreviated. I was also asked by Phil Nelson, CEO of EPSRC, to brief him prior to his oral evidence to the inquiry, which I was happy to do. Following the first oral evidence session I then wrote to the Nicola Blackwood MP, (then) chair of the Select Committee. In response the committee asked if they could publish my full evidence, which of course I was very happy for them to do. My full evidence was published on the committee web pages on 7 June. To compete the story the inquiry published its full report on 13 September 2016, and I was very pleased to find myself quoted in that report. I was equally pleased to see one of my recommendations – that a commission be set up – appear in the recommendations of the final report; of course other evidence made the same recommendation, but I hope my evidence helped!
Our public engagement projects also influence research as this paper by the Eurathlon consortium shows. The paper reports on the advancement of the field of robotics achieved through the Eurathlon competition:
Winfield, A. F., Franco, M. P., Brueggemann, B., Castro, A., Limon, M. C., Ferri, G., Ferreira, F., Liu, X., Petillot, Y., Roning, J., Schneider, F., Stengler, E., Sosa, D. and Viguria, A. (2016) euRathlon 2015: A multi-domain multi-robot grand challenge for search and rescue robots. In: Alboul, L., Damian, D. and Aitken, J. M., eds. (2016) Towards Autonomous Robotic Systems. (9716) Springer, pp. 351-363. Available from: http://eprints.uwe.ac.uk/29283
“Fun” in science communication
The following two publications are the same text published in two different books (with permission). The chapters summarise the views of the authors, including our own Dr Erik Stengler, about the use of fun in science communication, and specifically in science centres.
Viladot, P., Stengler, E. and Fernández, G. (2016) From fun science to seductive science. In: Kiraly, A. and Tel, T., eds. (2016) Teaching Physics Innovatively 2015. ELTE University. ISBN 9789632848150 Available from: http://eprints.uwe.ac.uk/27793
Viladot, P., Stengler, E. and Fernández, G. (2016) From “fun science” to seductive science. In: Franche, C., ed. (2016) Spokes Panorama 2015. ECSITE, pp. 53-65. Available from: http://eprints.uwe.ac.uk/29105
Both of these are related to a rather controversial blogpost hosted on the SCU blog. That post was selected for publication in a book that captures a collection of thought-provoking blog posts from the Museum field all over the world. In it Erik expressed in a more informal and provocative manner the ideas in the above papers.
Stengler, E. (2016) Science communicators need to get it: Science isn’t fun. In: Farnell, G., ed. (2016) The Museums Blog Book. MuseumsEtc. [In Press] Available from: http://eprints.uwe.ac.uk/30360
Science communication through wider cultural activities
A recent commentary explores the factors that contribute to festival goers’ choice to attend science-based events at a summer cultural festival. Presented with a huge variety of interesting cultural events, attendances at science-based events were strong, with high levels of enjoyment and engagement with scientists and other speakers. Our research found out that audiences saw science not as something distinct from “cultural” events but as just another option: Science was culture.
Sardo, A.M. and Grand, A., 2016. “Science in culture: audiences’ perspective on engaging with science at a summer festival”. Science Communication Vol. 38(2) 251–260.
This is a paper on science communication through online videos, long awaited by the small community of researchers working on this specific field who met at the conference above. It reports research conducted by interviewing the people behind the most viewed and relevant UK-based science channels in YouTube. One clear conclusion is that whilst all are aware of the great potential of online video with respect to TV broadcasting, only a few, mainly the BBC, has the insight and the means to realise it in full:
Erviti, M. d. C. and Stengler, E. (2016) Online science videos: An exploratory study with major professional content providers in the United Kingdom. Journal of Science Communication. [In Press] Available from: http://eprints.uwe.ac.uk/30236
One area we are interested in is the impact of cultural events on the audience. In this recent paper, we explore the impact of a performance about haematological stem cell transplant on two key audiences: haematology nursing staff and transplant patients. The article suggests that this type of performance is beneficial to both groups, encouraging nursing staff to think differently about their patients and allowing patients to reflect on their past experience in new ways.
Weitkamp, E and Mermikides, A. (2016). Medical Performance and the ‘Inaccessible’ experience of illness: an Exploratory Study, Medical Humanities, 42:186- 193. http://mh.bmj.com/content/42/3/186 (open access)
We’re also very pleased to highlight a publication arising from a student final year project. This was first presented at an international conference in Budapest. It presents the results of a study of the Physics and Astronomy content of At-Bristol in relation to the national curriculum:
Stengler, E. and Tee, J. (2016) Inspiring pupils to study Physics and Astronomy at the science centre at-Bristol, UK. In: Kiraly, A. and Tel, T., eds. (2016) Teaching Physics Innovatively 2015. ELTE University. ISBN 9789632848150 Available from: http://eprints.uwe.ac.uk/28122
As we are keen to share our learning more widely, we also occasionally report from conferences. This report, published in JCOM, summarizes highlights of the sessions Erik attended at the 15th Annual STS conference in Graz. It focuses on sessions relevant to robotics and on science communication through online videos, the latter being the session where Erik presented a paper (see next item below):
Stengler, E. (2016) 15th annual STS Conference Graz 2016. Journal of Science Communication. ISSN 1824-2049 Available from: http://eprints.uwe.ac.uk/29106