Collaborative Research: Embedding Public Engagement with Science at Long-Term Ecological Research Sites

合作研究：将公众参与与科学融入长期生态研究基地

• 批准号: 1713197
• 负责人: John Besley
• 金额: $ 26.14万
• 依托单位: Michigan State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-08-01 至 2021-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1713197&HistoricalAwards=false
• 关键词: Collaborative; Research; Embedding; Public; Engagement

As part of its overall strategy to enhance learning in informal environments, the Advancing Informal STEM Learning (AISL) program seeks to advance new approaches to, and evidence-based understanding of, the design and development of STEM learning in informal environments. This includes providing multiple pathways for broadening access to and engagement in STEM learning experiences, advancing innovative research on and assessment of STEM learning in informal environments, and developing understandings of deeper learning by participants. This project will embed public engagement with science (PES) into the cultures and practices of two Long-Term Ecological Research (LTER) sites: the Hubbard Brook Experimental Forest in New Hampshire and the Harvard Forest in Massachusetts. The goals are 1) to build knowledge about the mutual learning between scientists and adult stakeholders in face-to-face engagement setting and 2) to develop evidence-based practices in the content of place-based ecosystem research. This is a collaborative project of 3 universities (Michigan State University, Harvard, and CUNY) and the two LTERs.Two primary research questions guide this work. First, how willing are participating scientists to take part in PES? What are their attitudes and beliefs about whether engagement can be effective and whether they have the necessary skills? Second, how willing are participating scientists to build relationships with stakeholders using normed tactics? Both qualitative and quantitative methods will be used to collect evidence including semi-structured interviews and surveys. A general set of hypothesis include that there will be positive changes in LTER scientists willingness to participate in PES, attitudes, and efficacy beliefs.

作为加强非正式环境中学习的总体战略的一部分，推进非正式 STEM 学习 (AISL) 计划旨在推进非正式环境中 STEM 学习设计和开发的新方法以及基于证据的理解。这包括提供多种途径来扩大 STEM 学习体验的获取和参与，推进非正式环境中 STEM 学习的创新研究和评估，以及加深参与者对更深层次学习的理解。该项目将把公众参与科学 (PES) 融入两个长期生态研究 (LTER) 地点的文化和实践中：新罕布什尔州的哈伯德布鲁克实验森林和马萨诸塞州的哈佛森林。 目标是 1) 在面对面的参与环境中建立科学家和成人利益相关者之间相互学习的知识，2) 在基于地方的生态系统研究内容中开发基于证据的实践。这是 3 所大学（密歇根州立大学、哈佛大学和纽约市立大学）和两所 LTER 的合作项目。有两个主要研究问题指导这项工作。 首先，参与科学家参与 PES 的意愿如何？对于参与是否有效以及他们是否具备必要的技能，他们的态度和信念是什么？其次，参与的科学家是否愿意使用规范策略与利益相关者建立关系？ 将使用定性和定量方法来收集证据，包括半结构化访谈和调查。 一组一般假设包括 LTER 科学家参与 PES 的意愿、态度和功效信念将会发生积极的变化。

项目成果

Five thoughts about improving science communication as an organizational activity

• DOI: 10.1108/jcom-03-2020-0022
• 发表时间: 2020-05-20
• 期刊: JOURNAL OF COMMUNICATION MANAGEMENT
• 影响因子: 3.1
• 作者: Besley, John C.

The role of communication professionals in fostering a culture of public engagement

• DOI: 10.1080/21548455.2021.1943763
• 发表时间: 2021-07-09
• 期刊: INTERNATIONAL JOURNAL OF SCIENCE EDUCATION PART B-COMMUNICATION AND PUBLIC ENGAGEMENT
• 影响因子: 1.7
• 作者: Besley, John C.;Garlick, Sarah;Tiffany, Leigh Anne
• 通讯作者: Tiffany, Leigh Anne