Relevant bibliographies by topics / Public understanding of science

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Public understanding of science'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Public understanding of science"

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Huxster, Joanna K., Matthew H. Slater, Jason Leddington, Victor LoPiccolo, Jeffrey Bergman, Mack Jones, Caroline McGlynn, et al. "Understanding “understanding” in Public Understanding of Science." Public Understanding of Science 27, no. 7 (October 23, 2017): 756–71. http://dx.doi.org/10.1177/0963662517735429.

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This study examines the conflation of terms such as “knowledge” and “understanding” in peer-reviewed literature, and tests the hypothesis that little current research clearly distinguishes between importantly distinct epistemic states. Two sets of data are presented from papers published in the journal Public Understanding of Science. In the first set, the digital text analysis tool, Voyant, is used to analyze all papers published in 2014 for the use of epistemic success terms. In the second set of data, all papers published in Public Understanding of Science from 2010–2015 are systematically analyzed to identify instances in which epistemic states are empirically measured. The results indicate that epistemic success terms are inconsistently defined, and that measurement of understanding, in particular, is rarely achieved in public understanding of science studies. We suggest that more diligent attention to measuring understanding, as opposed to mere knowledge, will increase efficacy of scientific outreach and communication efforts.
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Sinatra, Gale M., and Barbara K. Hofer. "Public Understanding of Science." Policy Insights from the Behavioral and Brain Sciences 3, no. 2 (July 9, 2016): 245–53. http://dx.doi.org/10.1177/2372732216656870.

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Allchin, Douglas. "PUBLIC UNDERSTANDING OF SCIENCE." American Biology Teacher 73, no. 1 (January 1, 2011): 51–52. http://dx.doi.org/10.1525/abt.2011.73.1.11.b.

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Rip, Arie. "Public understanding of science." Science and Public Policy 32, no. 5 (October 2005): 408–10. http://dx.doi.org/10.1093/spp/32.5.408.

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Ziman, John. "Public Understanding of Science." Science, Technology, & Human Values 16, no. 1 (January 1991): 99–105. http://dx.doi.org/10.1177/016224399101600106.

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James, F. E. "Public Understanding of Science." Journal of the Royal Society of Medicine 96, no. 12 (December 2003): 619. http://dx.doi.org/10.1177/014107680309601228.

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Turney, J. "Public understanding of science." Lancet 347, no. 9008 (April 1996): 1087–90. http://dx.doi.org/10.1016/s0140-6736(96)90283-4.

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James, F. E. "Public understanding of science." JRSM 96, no. 12 (December 1, 2003): 619. http://dx.doi.org/10.1258/jrsm.96.12.619-a.

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Gouthier, Daniele. "Understanding science publics." Journal of Science Communication 04, no. 01 (December 9, 2005): R01. http://dx.doi.org/10.22323/2.04010701.

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Exploring public attitudes towards science helps investigate the images of science and what the social representations of science are. In this regard, science communication plays a crucial role in its different ways of addressing different publics.
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Einsiedel, Edna F. "Publics and Vaccinomics: Beyond Public Understanding of Science." OMICS: A Journal of Integrative Biology 15, no. 9 (September 2011): 607–14. http://dx.doi.org/10.1089/omi.2010.0139.

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Dissertations / Theses on the topic "Public understanding of science"

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Lawlor, Andrea. "Understanding public policy through mass media." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=121392.

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Media have both direct and indirect influences on policy, and can, at various times, serve as a contributor to policy, a conduit of policy information, and a mirror to the policy process. Although the scholarly literature acknowledges media's role in the policy process, particularly their ability to affect policymakers directly, systematically push policy alternatives, or influence public opinion, the literature often omits a critical role for media: reflecting the policy process. Mass media are the public's largest source of information on policy, yet the volume and tone of media reporting on policy over time, not to mention what we can learn about public policy through media data, are often overlooked. This dissertation examines how we can use media as a tool to better understand the complexity of public policy narratives, framing and change. It also suggests an approach to using media data as a tool to examine the relationships between policy actors and domains. Using automated content analysis of over 25-years of comparative media data, this dissertation consists of three articles: each makes a contribution to the policy literature, namely in the areas of pension policy, immigration policy, and the literature on issue ownership. When taken together, these articles make a broader contribution to the field's understanding of how framing, language and narrative impact the public's understanding of many facets of the policy process. Results demonstrate the value of understanding media's role as a mirror. Additionally, the approach used can be considered a contribution to the methodological toolkit available to policy and political communications scholars to assist them in better understanding the complex relationships between policy and media.
Les médias ont des effets directs et indirects sur les politiques. À différents moments, les médias peuvent participer à la création et à la diffusion de politiques, tout comme ils peuvent éclaircir le processus d'élaboration de ces politiques. Le rôle des médias dans ce processus, surtout par rapport à leur capacité d'influer sur les décideurs de façon directe, d'avancer systématiquement des politiques de rechange ou d'influencer l'opinion publique, est reconnu dans la littérature spécialisée. Toutefois, on y aborde rarement un autre rôle fondamental des médias, qui est celui de nous faire comprendre le processus de création de politiques. Pour le public, les médias de masse constituent la principale source d'information sur les politiques, mais le volume et le ton des rapports médiatiques à ce sujet au fil du temps – sans oublier les apprentissages sur les politiques publiques que nous pouvons tirer des données des médias – sont souvent négligés. La présente dissertation traite de l'utilisation des médias comme outils pour approfondir notre compréhension du récit, de la formulation et de la modification des politiques publiques. Elle propose également une approche pour appliquer des données médiatiques à l'examen des rapports entre acteurs politiques et domaines. La présente étude s'appuie sur une analyse de contenu automatisée de données comparatives des médias, couvrant une période de plus de 25 ans. Chacune des trois grandes sections de l'analyse apporte une contribution à la littérature spécialisée, en explorant les politiques en matière de pension et d'immigration, ainsi que la question de l'adhésion aux politiques. Dans son ensemble, l'étude renseigne sur la portée de l'expression, du langage et du récit sur la compréhension populaire des nombreux aspects du processus d'élaboration de politiques. Les résultats de l'analyse soulignent l'importance de comprendre le rôle des médias dans la traduction de ce processus. De plus, les chercheurs qui s'intéressent aux politiques et à la communication politique peuvent utiliser l'approche méthodologique proposée pour étudier les rapports complexes entre les politiques et les médias.
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Wardell, Claire Amanda. "Facts, fictions and futures : towards a cultural understanding of the public understanding of science." Thesis, Goldsmiths College (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.395672.

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Maralack, Bernado Canon Theodore. "Public understanding of science : (a case study of a coloured community)." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53564.

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Thesis (MPhil)--Stellenbosch University, 2003.
ENGLISH ABSTRACT: While the importance of science and technology for society has long been recognised, it has taken on ever increasing importance in the present century. As a result this study, government (The year of Science and Technology - 1998), and other initiatives by concerned bodies efforts are directed to better inform the public about the nature and role of science and technology. It aimed to make citizens both better informed and better able to adapt to the many changes that science and technology have brought, and will continue to bring, to their lives. Despite these efforts many citizens remain ill informed about the scientific advances, and how technology affects their lives. As a result, most members of the public are unable to form substantiated judgements about matters involving science and technology. It is essential that ways are find to improve the public understands of science and technology. This study discusses the results of an empirical survey which was conducted in a coloured community in Paarl. The thesis summarises the results of the survey on these issues. It presents data on the public's understanding of science and technology and lists efforts that have been made to improve the understanding of science and technology. The study describes efforts to make information on science and technology more readily available to the public. Finally, it proposed measures that various actors might usefully take to improve public understanding of science and technology.
AFRIKAANSE OPSOMMING: Die belangrikheid van wetenskap en tegnologie vir die samelewing word reeds 'n geruime tyd erken, en het veraloor die laaste eeu toegeneem. Hieruit spruit die poging van hierdie studie, die regering (die Jaar van Wetenskap en Tegnologie 1998), en ander inisiatiewe deur belanghebbende organisasies om die algemene publiek in te lig rakende die rol van wetenskap en tegnologie. Dit poog om die algemene publiek in te lig oor, en in staat te stelom aan te pas by die veranderinge wat wetenskap en tegnologie reeds meegebring het, en nog sal meebring in hulle daaglikse lewe. Ten spyte van hierdie pogings is verskeie lede van die publiek steeds oningelig rakende wetenskaplike veranderinge en die wyses waarop tegnologie hulle lewens beïnvloed. Gevolglik is 'n groot gedeelte van die algemene publiek nie in staat om ingeligte oordele te kan maak met betrekking tot wetenskap- en tegnologieverwante aangeleenthede nie. Dit is dus essensieel dat maniere gevind word om die algemene publiek se persepsie van wetenskap en tegnologie te verbeter. Hierdie studie bespreek die resultate van 'n empiriese opname wat onder 'n bruin gemeenskap in Paarlonderneem is. Dit bevat resultate oor die algemene publiek se persepsies van wetenskap en tegnologie, en gee 'n aanduiding van die pogings wat aangewend is om hierdie persepsie te verbeter. Die studie beskryf ook die pogings wat aangewend is om inligting rakende wetenskap en tegnologie meer beskikbaar te maak vir die algemene publiek. Ten slotte, word maniere voorgestel waarop die verskeie rolspelers strategiee geimplementeer kan word vir die uitbouing van die algemene publiek se persepsie van wetenskap en tegnologie.
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Humffray, Jennifer Jane, and n/a. "Early childhood science education : the study of young children's understanding of forces." University of Canberra. Teacher Education, 2000. http://erl.canberra.edu.au./public/adt-AUC20060731.131000.

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This study sought to investigate young children's understandings of the science concept forces. A government preschool in the A.C.T. was the setting for the study. The research methodology consisted of pre and post interviews conducted before and after a teaching sequence using an interactive approach to teaching science (Biddulph and Osbome 1984). Interviews were audio taped, work samples were kept and lessons and discussions were audio taped during the teaching sequence. This study examined three factors associated with young children's understandings of the science concept forces. First, it documented young children's understandings prior to any formal teaching in this area. It was found that most children did hold views about the areas of forces such as pushes and pulls, inertia, friction and gravity. Some of these views are generally recognised by the scientific community as being scientifically correct answers. Second, this study sought to reveal if these prior views were changed or reached a higher conceptual level after the experience of a three week interactive teaching sequence on forces. It was found that in all cases changes in language indicating higher level understandings, the use of scientific terms and more detailed responses indicated that it was possible and relevant at the early childhood level to teach the concepts of forces. A third aspect of this study sought to identify teaching strategies which would effectively teach forces to very young children. It became clear in this study that as young children already have views about the concepts of forces it is possible to build on these views with correct scientific knowledge and thus empower the young child in an area of science which research has indicated may cause problems for older learners. It is therefore proposed that early childhood is a crucial time for teaching correct science concepts in the area of forces. This thesis has shown that young children, particularly those 4-5 years old, have already formed views of forces, some scientifically correct and it is proposed that building on this existing knowledge will empower the child in later learning in the areas of physics and mechanics.
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Li, William (William Pui Lum). "Language technologies for understanding law, politics, and public policy." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/103673.

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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2016.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 205-209).
This thesis focuses on the development of machine learning and natural language processing methods and their application to large, text-based open government datasets. We focus on models that uncover patterns and insights by inferring the origins of legal and political texts, with a particular emphasis on identifying text reuse and text similarity in these document collections. First, we present an authorship attribution model on unsigned U.S. Supreme Court opinions, offering insights into the authorship of important cases and the dynamics of Supreme Court decision-making. Second, we apply software engineering metrics to analyze the complexity of the United States Code of Laws, thereby illustrating the structure and evolution of the U.S. Code over the past century. Third, we trace policy trajectories of legislative bills in the United States Congress, enabling us to visualize the contents of four key bills during the Financial Crisis. These applications on diverse open government datasets reveal that text reuse occurs widely in legal and political texts: similar ideas often repeat in the same corpus, different historical versions of documents are usually quite similar, or legitimate reasons for copying or borrowing text may exist. Motivated by this observation, we present a novel statistical text model, Probabilistic Text Reuse (PTR), for finding repeated passages of text in large document collections. We illustrate the utility of PTR by finding template ideas, less-common voices, and insights into document structure in a large collection of public comments on regulations proposed by the U.S. Federal Communications Commission (FCC) on net neutrality. These techniques aim to help citizens better understand political processes and help governments better understand political speech.
by William P. Li.
Ph. D.
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Lundberg, Karin. "Citizens and Contemporary Science Ways to dialogue in science centre contexts." Thesis, Högskolan Dalarna, Vetenskapskommunikation, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:du-2536.

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The current paper presents a study conducted at At-Bristol Science Centre, UK. It is a front-end evaluation for the “Live Science Zone” at At-Bristol, which will be built during the autumn of 2004. It will provide a facility for programmed events and shows, non-programmed investigative activities and the choice of passive or active exploration of current scientific topics. The main aim of the study is to determine characteristics of what kind of techniques to use in the Live Science Zone. The objectives are to explore what has already been done at At-Bristol, and what has been done at other science centres, and to identify successful devices. The secondary aim is mapping what sorts of topics that visitors are actually interested in debating. The methods used in the study are deep qualitative interviews with professionals working within the field of science communication in Europe and North America, and questionnaires answered by visitors to At-Bristol. The results show that there are some gaps between the intentions of the professionals and the opinions of the visitors, in terms of opportunities and willingness for dialogue in science centre activities. The most popular issue was Future and the most popular device was Film.
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Wilson, Sharlene. "Understanding Presidential Voting Motivation by Factors of Agency." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/427.

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The President of the United States sets the tone for policy and has significant power in adopting and implementing policy. Despite this acknowledged power, prior studies, have not examined whether or not agency theory is predictive of voting in U.S. presidential elections. Agency theory is important in the scope of voting behavior as it identifies the relationships which support significance in practicing the activity. This correlational study examined the statistical impact of personal agency, social agency, and sociocultural agency on predictive voting behavior. This study used secondary data originally collected between 1956 and 2008 by the American National Election Study through a multistage probability design that yielded a survey of 28,000 individuals. A single, combined model was created from variables measuring personal, social, and sociocultural agency on the dependent variable of voting to test which type of agency had the highest predictive power on voting. The outcome of a logistic regression analysis demonstrated that sociocultural and personal agency, but not social agency, were statistically powerful predictors of voting (p < .05). These findings suggest that an individual's personal perceptions and cultural status influence their likelihood to vote, but that their social units do not. These findings suggest that efforts to increase turnout by members of sociocultural groups that are less likely to vote should focus on increasing personal agency. This study promotes positive social change by empowering the design of more effective get-out-the-vote campaigns to increase voter participation, especially among the underrepresented.
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Gwon, Misook. "Measuring and Understanding Public Opinion on Human Evolution." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1353342586.

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D'Amour, Lissa M., and University of Lethbridge Faculty of Education. "An illustrative phenomenographic case study : charting the landscape of "public understanding of science"." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2008, 2008. http://hdl.handle.net/10133/733.

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A cross-disciplinary literature review returns conflicting renditions on the nature of science, science’s place in society, and the public understanding of science. The phenomenon of science appears as many things to many people—a situation consistent with a phenomenographic non-dualist ontology that accepts a single, but variably experienced, real world. This study begins a process for comprehensively charting the landscape of Public Understanding of Science. In foregrounding the reflexive interplay of science and society, the resultant typography of science could, in turn, inform a mindful evolution of science curricula. In this study, a phenomenographic analysis of Public Understanding of Science journal article, “Fantastically reasonable: Ambivalence in the representation of science and technology in super-hero comics” (Locke, 2005) illustrates the phenomenographic process and provides a model for the application of phenomenographic methodology to systematically chart the nature of science as publicly experienced and understood.
x, 225 leaves ; 29 cm. --
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Knazko, Jana. "Understanding government Web communication strategy as applied within the Public Health Agency of Canada." Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/27698.

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The research examines the components that make up the Web communication strategy of the Public Health Agency of Canada (PHAC). The thesis focuses on the extent to which PHAC's Web site reflects its mandate and implements the Government of Canada's public policies that regulate its Web presence. The Web communication strategy is analyzed from the perspective of Johnson's conceptualization model which separates a discourse into the stages of production, text, and context. The methodology employs content analysis and interviews to illustrate to which extent the democratic rights of the public were taken into account when the Web strategy was elaborated and how the public and PHAC stakeholders benefit from the implementation of this strategy. The research finds that although the general public is considered to be an important audience segment of the PHAC Web site, the emphasis of Web policy is to reinforce health care, education, and government sector stakeholder relationships. Keywords. public health agency, health Web site, Web analytics, communications policy, e-communications, accessibility, stakeholders, government Web.
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Books on the topic "Public understanding of science"

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The public understanding of science. London: The Society, 1985.

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Bodmer, Walter. The public understanding of science. London: J.W. Ruddock and Sons, 1986.

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Bodmer, W. F. The public understanding of science. London: Birkbeck, 1986.

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Eliassen, Kjell A. Understanding public management. Los Angeles, CA: SAGE Publications, 2008.

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Peter, Csermely, and Lederman Leon M, eds. Science education: Talent recruitment and public understanding. Burke, VA: IOS Press, 2003.

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Dye, Thomas R. Understanding public policy. New York: Longman, 2011.

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Walton, Richard$cd 1733. Issues in: Science teaching and the public understanding of science. Sheffield: Sheffield Hallam University, 2002.

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Cairney, Paul. Understanding public policy: Theories and issues. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2011.

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Understanding public policy. Boston: Pearson, 2013.

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Dye, Thomas R. Understanding public policy. New York: Longman, 2010.

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Book chapters on the topic "Public understanding of science"

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Seakins, Amy, and Marie Hobson. "Public Understanding of Science." In Science Education, 443–52. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-749-8_32.

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Juan, Andrea, Michael Gastrow, and Vijay Reddy. "Public Understanding of Science." In Encyclopedia of Quality of Life and Well-Being Research, 5229–32. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_2331.

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Bauer, Martin W., and Bankole A. Falade. "Public understanding of science." In Routledge Handbook of Public Communication of Science and Technology, 238–66. 3rd ed. Third edition. | Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge international handbooks: Routledge, 2021. http://dx.doi.org/10.4324/9781003039242-14-14.

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Reddy, Vijay, Saahier Parker, and Sylvia Hannan. "Public Understanding of Science." In Encyclopedia of Quality of Life and Well-Being Research, 1–8. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-319-69909-7_2331-2.

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Wormer, Holger. "Vom Public Understanding of Science zum Public Understanding of Journalism." In Forschungsfeld Wissenschaftskommunikation, 429–51. Wiesbaden: Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-12898-2_23.

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Sleigh, Charlotte. "Says Who? Science and Public Understanding." In Literature and Science, 179–204. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-1-137-26811-2_8.

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Miller, Jon D. "Public Understanding of Science, Assessment of." In Encyclopedia of Science Education, 1–3. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_79-2.

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Miller, Jon D. "Public Understanding of Science, Assessment of." In Encyclopedia of Science Education, 812–14. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_79.

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Baillie, Caroline. "Public Understanding of Science and Technology." In Engineers within a Local and Global Society, 39–40. Cham: Springer International Publishing, 2006. http://dx.doi.org/10.1007/978-3-031-79934-1_6.

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Wynne, Brian. "Public Understanding and the Management of Science." In The Management of Science, 143–69. London: Palgrave Macmillan UK, 1991. http://dx.doi.org/10.1007/978-1-349-21275-0_9.

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Conference papers on the topic "Public understanding of science"

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Priaulx, Nicky, and Martin Weinelm. "Understanding “Understanding” in Science Communication." In 2016: Confronting the challenges of public participation in environmental, planning and health decision-making. Iowa State University, Digital Press, 2013. http://dx.doi.org/10.31274/sciencecommunication-180809-44.

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Trache, Livius, Cristinel Diaconu, Livius Trache, and Sabin Stoica. "Outreach Session: Science education and the Public Understanding of Science." In EXOTIC NUCLEI AND NUCLEAR/PARTICLE ASTROPHYSICS (II): Proceedings of the Carpathian Summer School of Physics 2007. AIP, 2008. http://dx.doi.org/10.1063/1.2870468.

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PINZANI, P., C. ORLANDO, B. SALVADORI, M. PAZZAGLI, F. TORRICELLI, and L. MERCATI. "PUBLIC UNDERSTANDING OF SCIENCE AND HEALTH: THE FLORENCE PROJECT." In Proceedings of the 11th International Symposium. WORLD SCIENTIFIC, 2001. http://dx.doi.org/10.1142/9789812811158_0115.

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Almassi, Ben. "Public Understanding of Climate Science and the Ethics of Expertise." In 2016: Confronting the challenges of public participation in environmental, planning and health decision-making. Iowa State University, Digital Press, 2012. http://dx.doi.org/10.31274/sciencecommunication-180809-55.

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Wolfendale, A. W., Livius Trache, and Sabin Stoica. "THE PUBLIC UNDERSTANDING OF SCIENCE: ‘THE WOLFENDALE REPORT’ AND OTHER MATTERS." In EXOTIC NUCLEI AND NUCLEAR/PARTICLE ASTROPHYSICS (II): Proceedings of the Carpathian Summer School of Physics 2007. AIP, 2008. http://dx.doi.org/10.1063/1.2870469.

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Siravuri, Harish Varma, Akhil Pandey Akella, Christian Bailey, and Hamed Alhoori. "Using Social Media and Scholarly Text to Predict Public Understanding of Science." In JCDL '18: The 18th ACM/IEEE Joint Conference on Digital Libraries. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3197026.3203890.

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Bahri, Saeful, and Ari Widyati Purwantiasning. "Understanding the Application of Photovoltaic Technology for Public Transportation." In International Conference on Advanced Research in Applied Science and Engineering. Global, 2019. http://dx.doi.org/10.33422/raseconf.2019.07.358.

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Billings, Linda. "Advancing Public Understanding by "Attitude Adjustment": Strategic Communication About Space Science and Exploration." In 57th International Astronautical Congress. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2006. http://dx.doi.org/10.2514/6.iac-06-e1.4.01.

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Kazeni, Monde, and Nosipho Mkhwanazi. "LIFE SCIENCES TEACHERS’ UNDERSTANDING, PERCEPTIONS AND ADOPTION OF INQUIRY-BASED SCIENCE EDUCATION IN SELECTED SOUTH AFRICAN HIGH SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end006.

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In recent years, Inquiry-Based Science Education (IBSE) has emerged as one of the most effective and beneficial science teaching practices for developing science concepts in learners and for motivating them in the study of science subjects. IBSE is a pedagogical practice that allows learners to develop key scientific ideas and to understand the natural world, using skills employed by scientists. Like most science school curricula around the world, the South African life sciences national curriculum (referred to as Curriculum and Assessment Policy Statement - CAPS), advocates for the adoption of IBSE. Despite the growing consensus about the cognitive and motivational benefits of IBSE, this pedagogical approach is seldom implemented by life science teachers, due to various factors. This qualitative research, involving a case study, explored the knowledge, perceptions, and adoption of IBSE by four life sciences high school teachers, conveniently selected from public schools around Johannesburg, in South Africa. Data were collected using semi-structured interviews, and the findings show that participating teachers have substantial knowledge and positive perceptions of IBSE. However, they are less inclined to adopting IBSE in their life science classrooms due to inhibiting factors. We recommend the training of life sciences teachers in effective way of abating the constraints of implementing IBSE effectively.
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Carter, Jackie, and James Nicholson. "Teaching statistical literacy by getting students to use real world data: 40 years worth of experience in 40 minutes." In Promoting Understanding of Statistics about Society. International Association for Statistical Education, 2016. http://dx.doi.org/10.52041/srap.16304.

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The data deluge over the past twenty years has resulted in an explosion in volumes of available data. Access to data is increasingly easy; technology advances have resulted in increasingly sophisticated ways to represent and analyse these data. Citizens are confronted with statistics and numbers in a multitude of ways, so the imperative for improving statistical literacy is strong if we want a well-informed and data-literate population. Social sciences are embracing quantitative methods as demand grows, in the private and public sectors, for evidence-informed policy and a greater sophistication in approaching difficult to measure constructs, such as global sustainability, is emerging. The Sustainable Development Goals set out by the UN1 in September 2015, and the data requirements associated with them, may accelerate all of these trends. This paper will reflect on the authors’ experiences of working with real data in the context of schools, and university social science courses, over the past twenty years, and consider how this could inform discussions in developing statistical education.
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Reports on the topic "Public understanding of science"

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Balbus, Arielle, Andrew Hoffman, Peter Frumhoff, and Kate Cell. Increasing Public Understanding of Climate Risks & Choices: Learning from Social Science Research and Practice. University of Michigan, 2012. http://dx.doi.org/10.3998/2027.42/138021.

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McGee, Steven, Randi Mcgee-Tekula, and Noelia Baez Rodriguez. Using the Science of Hurricane Resilience to Foster the Development of Student Understanding and Appreciation for Science in Puerto Rico. The Learning Partnership, March 2022. http://dx.doi.org/10.51420/conf.2022.1.

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For school age children on the island of Puerto Rico, the back-to-back hurricane strikes of Irma and Maria were their first experience with the tragedy of hurricanes in Puerto Rico. There is much concern in the general public about the ability of the Puerto Rican forests, like El Yunque, to recover. These concerns reveal common misconceptions about the dynamics of forest ecosystems. The focus of this research is Journey to El Yunque, a middle school curriculum unit that engages students in evidence-based modeling of hurricane disturbance using long-term data about population dynamics after Hurricane Hugo. Research was guided by the following research question: How does engagement in the science of disturbance ecology impact students’ understanding of and appreciation for ecosystems dynamics? Students completed pre and post assessment understanding of ecosystems dynamics and rated the teacher implementation using the Inquiry-Based Science Teaching survey. Based on a paired t-test, students statistically increased their performance from pretest to posttest with an effect size of 0.22. At the teacher level, the Inquiry-Based Instruction score was a statistically significant predictor of the posttest performance. In other words, these results provide evidence that engaging students in the practices of ecology predicted increased understanding of population dynamics.
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Mitralexis, Sotiris. Religion as Science, Science as Religion, and an Unwelcome Reformation: Science and Religion in the Public Square during COVID-19 – a Greek Orthodox Case Study. Analogia 17 (2023), March 2023. http://dx.doi.org/10.55405/17-1-mitralexis.

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The present paper comments upon certain (mis)understandings concerning science and religion in Greece’s public discourse during 2020 and 2021. The first half consists of a theoretical commentary on what transpired in Greece, focusing on ‘science’ and ‘religion’ morphing into one another in the public square apropos the pandemic—with religion presenting itself as science, science presenting itself as religion, and an unwelcome ‘Reformation’ in science emerging out of dissent. The second half of the paper provides a report on Greece’s public square during the pandemic, on the basis of which the theoretical part was formed.
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LeFebvre, Rebecca. Implementing Undergraduate Research in an Online Gateway Political Science Course (Dataset). Kennesaw State University, July 2020. http://dx.doi.org/10.32727/27.2022.1.

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Introductory political science courses are usually considered Gateway courses to student success in college, yet those courses often use minimal high impact practices. This study investigates a Course-based Undergraduate Research Experience (CURE) as a means to increase students’ self-assessed learning gains and motivation to acquire critical thinking skills. This study used a quasi-experiment across two online sections of POLS 1101, American Government, taught at a large public Southeastern university. The experimental section made use of a CURE, and the control section did not. Pre- and post- surveys indicated significant differences in self-assessed learning gains. The section with the CURE showed more confidence and a better understanding of political science. No difference was found in motivation for acquiring critical thinking skills.
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UK, Ipsos. Survey of public attitudes towards precision breeding. Food Standards Agency, October 2022. http://dx.doi.org/10.46756/sci.fsa.ouv127.

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The Genetic Technology (Precision Breeding) Bill is currently going through Parliament. Although this bill is ‘England only’ and food and feed safety and hygiene is a devolved issue, the Food Standards Agency (FSA) will introduce a separate regulatory framework for precision bred organisms (PBOs), should the Bill become law. The FSA will also work with stakeholders in Scotland, Wales and Northern Ireland to ensure consumers’ interests are protected in relation to PBOs. The FSA / Food Standard Scotland (FSS) is science and evidence led. In August 2022, the FSA and FSS commissioned Ipsos UK to conduct a two-phase social research project on precision breeding. Phase One, now complete, involved a survey of 4,177 UK residents with robust samples in each UK nation to allow comparisons between and within nations. Phase Two, scheduled to start in September 2022 and report in early 2023, will comprise a series of Citizens’ Forums in England, Wales and Northern Ireland(footnote 1). The overall aims of this project are to: explore consumer attitudes towards precision breeding gather consumer views on the FSA’s proposed regulatory framework understand consumer information needs inform how to communicate with consumers about precision breeding. This document presents interim findings for this project, reporting descriptive data from Phase One. Phase One’s core aims were to provide a snapshot of consumers’ awareness and self-assessed knowledge of precision breeding, its perceived acceptability, risks and benefits, and consumer appetite for information about this production method. These data show that awareness of precision breeding is very low, something which should be borne in mind when considering these findings. While these data reveal that there is a general openness to trying precision bred foods across the UK, with more people anticipating benefits than disbenefits from the use of precision breeding, there is a large degree of uncertainty about what impact precision bred foods may have on the different parts of the food system. This is reflected in the relatively large proportions of people taking a neutral stance or indicating they do not know enough to answer survey questions and in the strong appetite expressed for information about precision breeding to be provided. The next phase of this project will be essential for the FSA’s ability to interpret these findings’ implications, and to understand what is informing consumers’ views. The purpose of Phase One has always been to let the FSA know ‘what’ consumers think about precision breeding; Phase Two’s purpose is to build our understanding ‘why’ they think it. This will allow the FSA to develop a more nuanced understanding of consumers’ needs and incorporate this into the design of the future regulatory framework and any engagement with consumers on precision breeding. FSS will be carrying out further research in Scotland.
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Boda, Phillip, and Steven McGee. Supporting Teachers for Computer Science Reform: Lessons from over 20,000 Students in Chicago. The Learning Partnership, February 2021. http://dx.doi.org/10.51420/brief.2021.1.

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As K12 computer science education is expanding nationwide, school districts are challenged to find qualified computer science teachers. It will take many years for schools of education to produce a sufficient number of certified computer science teachers to meet the demand. In the interim courses like Exploring Computer Science (ECS) can fill the gap. ECS is designed to provide a robust introduction to computer science and the accompanying professional development is structured such that a college level understanding of computer science is not required. This brief summarizes research with 20,000 Chicago Public Schools high school students and their teachers to test the claim that the ECS professional development can provide an adequate preparation for teaching ECS. The results provide strong evidence that full completion of the ECS professional development program by teachers from any discipline leads to much higher student outcomes, independent of whether a teacher is certified in computer science.
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Yin, Yian, Yuxiao Dong, Kuansan Wang, Dashun Wang, and Benjamin Jones. Science as a Public Good: Public Use and Funding of Science. Cambridge, MA: National Bureau of Economic Research, April 2021. http://dx.doi.org/10.3386/w28748.

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Henrick, Erin, Steven McGee, Lucia Dettori, Troy Williams, Andrew Rasmussen, Don Yanek, Ronald Greenberg, and Dale Reed. Research-Practice Partnership Strategies to Conduct and Use Research to Inform Practice. The Learning Partnership, April 2021. http://dx.doi.org/10.51420/conf.2021.3.

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This study examines the collaborative processes the Chicago Alliance for Equity in Computer Science (CAFÉCS) uses to conduct and use research. The CAFÉCS RPP is a partnership between Chicago Public Schools (CPS), Loyola University Chicago, The Learning Partnership, DePaul University, and University of Illinois at Chicago. Data used in this analysis comes from three years of evaluation data, and includes an analysis of team documents, meeting observations, and interviews with 25 members of the CAFÉCS RPP team. The analysis examines how three problems are being investigated by the partnership: 1) student failure rate in an introductory computer science course, 2) teachers’ limited use of discussion techniques in an introductory computer science class, and 3) computer science teacher retention. Results from the analysis indicate that the RPP engages in a formalized problem-solving cycle. The problem-solving cycle includes the following steps: First, the Office of Computer Science (OCS) identifies a problem. Next, the CAFÉCS team brainstorms and prioritizes hypotheses to test. Next, data analysis clarifies the problem and the research findings are shared and interpreted by the entire team. Finally, the findings are used to inform OCS improvement strategies and next steps for the CAFÉCS research agenda. There are slight variations in the problem-solving cycle, depending on the stage of understanding of the problem, which has implications for the mode of research (e.g hypothesis testing, research and design, continuous improvement, or evaluation).
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Hamilton, Lawrence. Climate change: partisanship, understanding, and public opinion. University of New Hampshire Libraries, 2011. http://dx.doi.org/10.34051/p/2020.134.

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Kanade, Takeo, Steven Shafer, and Katsushi Ikeuchi. Basic Research in Computer Science: Image Understanding. Fort Belvoir, VA: Defense Technical Information Center, October 2001. http://dx.doi.org/10.21236/ada396206.

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