December 06, 2011
A new grant solicitation from the NSF has me thinking about how and why scientists communicate with laypeople like us, and how and why some laypeople get excited about it. I’ve blogged before about what makes that connection work, but I don’t think there’s been a national conversation about it. Maybe it’s time.
After all, the proliferation of new science content — much of it of a kind you wouldn’t have seen even five or ten years ago — is remarkable. From podcasts like Radiolab and StarTalk and live series like the scrappy Story Collider or the star-studded TED Talks, to new approaches in old-media outlets like Scientific American and PBS, not to mention all those books for the “general reader” that scientists and science journalists are writing, there’s a new energy and a new flavor around science communication. Human narrative is becoming more central, as is humor. Personality and subjectivity are breaking in. The limits of science, and its blurry boundaries with mystery and speculation, are coming out of the closet.
And the whole thing feels less like “science education” than like...well, a cultural phenomenon. Creative intellectual expression meets audience enjoyment. Science as song.
The nature of this change is fascinating to me, and it seems to be largely unexamined. We should be talking about what impulses drive it, what its historical antecedents and social influences are, and especially what it hopes to achieve.
Enter that grant program from the National Science Foundation, which invites proposals for research into innovative evaluation methods in formal or informal STEM education. Don’t worry, it took me a few seconds to sort out the self-referentiality there, too. When I got my head around it, and especially when I saw that there was a grant category for organizing a conference, I realized that this could be an opportunity to bring the best minds in the field together to discuss both sides of the coin:
What is good public science? / What good is public science?
In other words, what does engaging, energizing public science look and sound like? How does it differ from its implicit opposite, professional or inward science, and from the traditional ideals of classroom-based or museum-based STEM learning? How does it relate to other domains of cultural production and engagement?
And the flip side: what is public science meant to achieve, and for whom? What kinds of social, civic, or individual goods are at stake? Most relevant to the NSF grant guidelines, how can we tell if it’s working? We could use this dream conference to come up with new evaluation metrics—or, to use that trendy term, a framework—sensitive to these new forms that science is taking all around us. ...
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Categories: Conferences, Evaluation, Informal science education, Innovation, Institutional personality, Learning, Museums, Science museums
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