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NSF Fellows in Classrooms: A Way to Communicate Science?

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Abstract:

One way to engage the public in science discourse recommended in regular addresses from the office of the United States president (Obama, 2009) and leaders of institutions such as the National Institutes of Health (Zerhouni, 2008) is the placement of scientists in classrooms. From 1999 until its cancellation in 2011, the National Science Foundation sponsored the Graduate STEM Fellows in K-12 Education (GK-12) program as a way to promote translational science discourse and learning between Graduate Research Fellows in the STEM disciplines, K-12 teachers and K-12 students (Mervis, 1999, 2011). In this presentation, we examine one of the four main goals for the GK-12 program, that of increasing communication and instructional skills on the part of fellows. This examination attempts a partial deconstruction of the motives behind the effort to increase science communication skills as a way to generate discourse on science, specifically reviewing the way in which the NSF and the research evaluators that published literature in this program conceptualized and approached the study of communication. In particular we examine the working definitions of communication adopted and the effort to define and measure communication as a skill in terms of a validity framework that considers the program’s aim to engage publics in discourse about science. This review highlights methodologies used by program evaluators to assess communication skill and suggests a set of complementary methodological approaches which could have been used in GK-12 and similar projects that aim to foster science communication and discourse.
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Association:
Name: 4S Annual Meeting - Abstract and Session Submissions
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http://www.4sonline.org


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URL: http://citation.allacademic.com/meta/p518473_index.html
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MLA Citation:

Fennewald, Thomas. "NSF Fellows in Classrooms: A Way to Communicate Science?" Paper presented at the annual meeting of the 4S Annual Meeting - Abstract and Session Submissions, Crowne Plaza Cleveland City Center Hotel, Cleveland, OH, <Not Available>. 2014-11-25 <http://citation.allacademic.com/meta/p518473_index.html>

APA Citation:

Fennewald, T. J. "NSF Fellows in Classrooms: A Way to Communicate Science?" Paper presented at the annual meeting of the 4S Annual Meeting - Abstract and Session Submissions, Crowne Plaza Cleveland City Center Hotel, Cleveland, OH <Not Available>. 2014-11-25 from http://citation.allacademic.com/meta/p518473_index.html

Publication Type: Abstract
Abstract: One way to engage the public in science discourse recommended in regular addresses from the office of the United States president (Obama, 2009) and leaders of institutions such as the National Institutes of Health (Zerhouni, 2008) is the placement of scientists in classrooms. From 1999 until its cancellation in 2011, the National Science Foundation sponsored the Graduate STEM Fellows in K-12 Education (GK-12) program as a way to promote translational science discourse and learning between Graduate Research Fellows in the STEM disciplines, K-12 teachers and K-12 students (Mervis, 1999, 2011). In this presentation, we examine one of the four main goals for the GK-12 program, that of increasing communication and instructional skills on the part of fellows. This examination attempts a partial deconstruction of the motives behind the effort to increase science communication skills as a way to generate discourse on science, specifically reviewing the way in which the NSF and the research evaluators that published literature in this program conceptualized and approached the study of communication. In particular we examine the working definitions of communication adopted and the effort to define and measure communication as a skill in terms of a validity framework that considers the program’s aim to engage publics in discourse about science. This review highlights methodologies used by program evaluators to assess communication skill and suggests a set of complementary methodological approaches which could have been used in GK-12 and similar projects that aim to foster science communication and discourse.


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