Loizzo, Jaime (author), Harner, Mary J. (author), Weitzenkamp, Deborah J. (author), Kent, Kevin (author), and University of Florida
University of Nebraska- Kearney
University of Nebraska- Lincoln
Format:
Online journal article
Publication Date:
2019-11
Published:
United States: New Prairie Press
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 121 Document Number: D11061
13 pages, via online journal, While institutions of higher education work to engage PK-12 youth in STEM (science, technology, engineering, and mathematics) concepts and careers via in-person programming, PK-12 teachers and students face many logistical and access constraints for physically traveling to sites off of school grounds during the school day. Throughout the years, electronic field trips (EFTs) have offered a digital way for schools to engage in meaningful ways with museums, parks, laboratories, and field research sites. In order for EFTs to be effective, they should be cost effective and created collaboratively with teachers, students, subject matter experts, and instructional design and communication professionals. Streaming Science is an online science communication platform that aimed to develop and implement an effective EFT model. Three Streaming Science live interactive EFTs webcasted online were piloted from various locations during 2017-2019 to test wireless internet connections, mobile technologies, STEM content, and impacts on students’ interest, attitudes, and learning. The model proved iPads and mobile applications in the field for web streaming were effective for connecting scientists with school audiences. In this professional development article, authors describe the Streaming Science EFT model, including recommendations for instructional design, the pre-production process, content development, teacher collaboration, student engagement, mobile hardware and software, and assessment.
16 pages., via online journal., The 2018 report from the Intergovernmental Panel on Climate Change warns that Earth’s temperatures may soon reach a tipping point that threatens humanity’s future. Scientists from many disciplines agree that anthropogenic climate change is a serious problem yet many Americans remain skeptical of the existence, causes, and/or severity of climate change. In this article, we review recent research on climate change communication focusing on audience variables and messaging strategies with the goal of providing communication practitioners research-based recommendations for climate change message design. Factors that influence audience acceptance and understanding of climate science include: demographic variables (such as political party affiliation, religious orientation, and geographic location), as well as brief sections on misinformation, and beliefs in pseudoscience. Keys to effectively construct climate messaging are discussed including: framing strategies; reducing psychological distance; emotional appeals; efficacy cues; weight-of-evidence/ weight of expert reporting; inoculation/correcting misinformation; and separating science from conspiracy theories. Evidence-based strategies are critical in giving science communicators the tools they need to bridge the gap between the scientific community and the at-risk public.
19 pages, via online journal, Science communication and informal science education collide in the context of Extension state fair exhibits for engaging public audiences in critical agricultural and natural resource issues impacting people’s daily lives. A need exists to employ systematic communication and education theory and techniques to effectively deliver scientific information in informal learning spaces. In an effort to apply and expand systematic instructional design thinking and research in informal science learning, this study piloted a touchscreen iPad survey evaluation (n= 93; ages 19-66) of adult state fairgoers’ demographics, experiences, attitudes, and learning during their visit to a 25,000 square-foot facility featuring an Extension museum-quality exhibit at the Nebraska State Fair in 2016. The exhibit included content such as farmers’ and ranchers’ stories, food security, soil quality, and water flow via natural landscapes and irrigation. Survey results included fairgoers’ demographics and backgrounds, as well as insights into favorite exhibit features, attitudes toward agricultural and environmental issues, and exhibit experience and attitude differences between visitors with agricultural backgrounds versus non-agricultural backgrounds. Results showed respondents were predominantly Caucasian with ties to agriculture, preferred physical and electronic engagement pieces of the exhibit compared to static text panels, and expressed slight changes in attitudes about agriculture with larger shifts in attitudes about the role of science in agriculture. Recommendations include systematically developing Extension informal learning efforts and exhibits such as the one in this study by conducting needs assessments and evaluations, as well as expanding exhibit locations, access, and topics to reach more diverse demographics.
19pgs, The following exploratory convergent mixed-methods study examined graduate students’ experiences
developing and facilitating 360º photo-based virtual reality (VR) tours titled Labs and Landscapes
focused on forest conservation and climate change education, as well as tour impacts on public
audiences. Graduate students in an agricultural and natural resources communication course at The
University of Florida used 360º cameras, mobile devices, and online software to create VR tours about the UF/IFAS Austin Cary Research Forest. Then, the students guided public participants through the tours in three physical informal learning environments including a museum, brewery, and campus tabling site within the university community. Data collection included VR tour artifacts, audio recordings of students’ VR facilitation and discourse with the public, post-surveys of public participants’ tour impressions and climate change attitudes, and pre-/post-student reflections. Data sources were collected separately and mixed in interpretation. Results showed students increased their multimedia communication skills, knowledge of natural resource conservation, and confidence in communicating with public audiences. Additionally, survey results indicated public participants agreed the students successfully guided the
tours, agreed it is important to learn about conservation and climate change, and had some disagreement with the statement that humans cannot prevent climate change.
