Enhancing STEM Education through Effective Science Communication: A Comprehensive Review
Barra lateral del artículo
Contenido principal del artículo
Resumen
This work reviews the evolving connection between science communication and STEM (Science, Technology, Engineering, and Mathematics) education, highlighting its significance for students and teachers. It includes a comprehensive literature review of the challenges and opportunities of integrating education and science communication and covers the history and evolution of science communication models, communication strategies, teaching methodologies, and engagement, motivation, diversity, equity, and inclusion. Additionally, this review discusses the impact of science communication practices on both informal and formal environments and considers the role of emergent technologies. The review underscores the increasingly strong relationship between science communication practices and STEM education, emphasizing their critical role in shaping the future of STEM education research and praxis.
Detalles del artículo
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
Citas
Albayati, H. (2024). Investigating undergraduate students’ perceptions and awareness of using ChatGPT as a regular assistance tool: A user acceptance perspective study. Computers and Education: Artificial Intelligence, 6, 100203. https://doi.org/10.1016/j.caeai.2024.100203
Alderfer, S., McMillan, R., Murphy, K., & Kelp, N. (2023). Inclusive science communication training for first-year STEM students promotes their identity and self-efficacy as scientists and science communicators. Frontiers in Education, 8, Article 1173661. https://doi.org/10.3389/feduc.2023.1173661
Borowiec, B. G. (2023). Science communication in experimental biology: experiences and recommendations. Journal of Experimental Biology, 226(16), Article jeb245780. https://doi.org/10.1242/jeb.245780.
Cheu, H. F. (2020). Storytelling and science communication: how to turn (A,Z)->(A,Z+2_+2e-+2(ν_e ) ̅ into a story. Journal of Physics: Conference Series, 1342, Article 012102. https://doi.org/10.1088/1742-6596/1342/1/012102
Clark, G., Russell, J., Enyeart, P., Gracia, B., Wessel, A., Jarmoskaite, I., et al. (2016). Science educational outreach programs that benefit students and scientists. PLOS Biology, 14(2), e1002368. https://doi.org/10.1371/journal.pbio.1002368
Dahlstrom, M. F. (2014). Using narratives and storytelling to communicate science with nonexpert audiences. Proceedings of the National Academy of Sciences of the United States of America, 111, 13614-13620. https://doi.org/10.1073/pnas.1320645111
Déchène, M., Lesperance, K., Ziernwald, L., & Holzberger, D. (2024). From research to retweets—Exploring the role of educational Twitter (X) communities in promoting science communication and evidence-based teaching. Education Sciences, 14(2), 196. https://doi.org/10.3390/educsci14020196
Desing, R. M., Pelan, R., Kajfez, R. L., Wallwey, C., Clark, A. M., & Gopalakrishnan, S. (2024). Identity trajectories of faculty members through interdisciplinary STEAM collaboration paired with public communication. Education Sciences, 14(454). https://doi.org/10.3390/educsci14050454
Dvorzhitskaia, D., Zamora, A., Sanders, E., Verheyden, P., & Clerc, J. (2024). Exhibition research and practice at CERN: Challenges and learnings of science communication ‘in the making’. Journal of Science Communication, 23(02), N01. https://doi.org/10.22323/2.23020801
El-Adawy, S., Lau, A. C., Sayre, E. C, & Fracchiolla, C. (2024). Motivation and needs of informal physics practitioners. Physical Review Physics Education Research, 20(1). https://doi.org/10.1103/PhysRevPhysEducRes.20.01012
Enzingmüller, C. and Marzavan, D. (2024). Collaborative design to bridge theory and practice in science communication. Journal of Science Communication, 23(02), Y01. https://doi.org/10.22323/2.23020401
Favilla, S., Tandori, E., & Marshall, J. (2024). Inclusive multisensory science and immunology books for blind, low-vision and diverse-needs audiences. Immunology & Cell Biology, 102(5), 358-364. https://doi.org/10.1111/imcb.12758
Fecher, B., Kuper, F., Fähnrich, B., Schmid-Petri, H., Schildhauer, T., Weingart, P., & Wormer, H. (2023). Balancing interests between freedom and censorship: Organizational strategies for quality assurance in science communication, Science and Public Policy, 50(1), 1–14. https://doi.org/10.1093/scipol/scac043
Fines-Neuschild, M., Hlavacek-Larrondo, J., & Arguin, J.-F. (2024). Empowering educators: The key to achieving gender parity in STEM fields. Communications Physics, 7(78). https://doi.org/10.1038/s42005-024-01574-0
Gelmez-Burakgazi, S., & Reiss, M. J. (2024). Perceptions of sustainability among children and teachers: Problems revealed via the lenses of science communication and transformative learning. Sustainability, 16, Article 4742. https://doi.org/10.3390/su16114742
Graebling, N., Ziefle, G., Furche, M., Nicol, R., Schefer, S., Ziegler, M., Jaeggi, D., Nussbaum, C., Annanias, Y., Goldstein, S., & Rink, K. (2024). VR-EX — An immersive virtual reality serious game for science communication about the electrical resistivity tomography measurements in the Mont Terri Rock Laboratory, Switzerland. Environmental Earth Sciences, 83, 318. https://doi.org/10.1007/s12665-024-11613-2
Green, S. J., Grorud-Colvert, K., Mannix, H., & Shanahan, M.-C. (2018). Uniting science and stories: Perspectives on the value of storytelling for communicating science. FACETS, 3, 164-173. https://doi.org/10.1139/facets-2016-0079
Guerra, E. (2024). The contribution of critical thinking to STEM disciplines at the time of generative intelligence. STEM Education, 4(1), 71–81. https://doi.org/10.3934/steme.2024005
Hendrickson, J. L., Bye, T. K., Cockfield, B. A. Carter, K. R., & Elmer, S. J. (2020). Developing a science outreach program and promoting “PhUn” all year with rural K-12 students. Advances in Physiology Education, 44(2), 212-216. https://doi.org/10.1152/advan.00196.2019
Holford, D., Fasce, A., Tapper, K., Demko, M., Lewandowsky, S., Hahn, U., Abels, C. M., Al-Rawi, A., Alladin, S., Sonia Boender, T., Bruns, H., Fischer, H., Gilde, C., Hanel, P. H. P., Herzog, S. M., Kause, A., Lehmann, S., Nurse, M. S., Orr, C., Pescetelli, N., Petrescu, M., Sah, S., Schid, P., Sirota, M., & Wulf, M. (2023). Science Communication as a Collective Intelligence Endeavor: A Manifesto and Examples for Implementation. Science Communication, 45(4), 539-554. https://doi.org/10.1177/10755470231162634
Ibragimov, G. I., Zhdanov, S. P., Volosova, N. Y., Knyazeva, S. A., Efimushkina, S. V., & Kochneva, L. V. (2024). The competence, interest, and perceived self-efficacy of undergraduate students in science communication. Eurasia Journal of Mathematics, Science and Technology Education, 20(1), Article em2387. https://doi.org/10.29333/ejmste/14118
Illingworth, S., & Prokop, A. (2017). Science communication in the field of fundamental biomedical research (editorial). Seminar in Cell & Development Biology, 70, 1-9. https://doi.org/10.1016/j.semcdb.2017.08.017
Illingworth, S., Redfern, J., Millington, S., & Gray, S. (2015). What’s in a name? Exploring the nomenclature of science communication in the UK [version 2; peer review: 3 approved, 1 approved with reservations]. F1000Research, 4, 409. https://doi.org/10.12688/f1000research.6858.2
Judd, K., & McKinnon, M. (2021). A systematic map of inclusion, equity and diversity in science communication research: Do we practice what we preach? Frontiers in Communication, 6, 744365. https://doi.org/10.3389/fcomm.2021.744365
Kessler, S. H., Schäfer, M. S., Johann, D., & Rauhut, H. (2022). Mapping mental models of science communication: How academics in Germany, Austria and Switzerland understand and practice science communication. Public Understanding of Science, 31(6), 711-731. https://doi.org/10.1177/09636625211065743
Lijo, R., Castro, J. J., & Quevedo, E. (2024). Comparing educational and dissemination videos in a STEM YouTube channel: A six-year data analysis. Heliyon, 10, e24856. https://doi.org/10.1016/j.heliyon.2024.e24856
Llorente, C., & Revuelta, G. (2023). Models of teaching science communication. Sustainability, 15(6), Article 5172. https://doi.org/10.3390/su15065172
Lorke, J., Ballard, H. L., & Robinson, L. D. (2024). More complex than expected - mapping activities and youth’s experiences at BioBlitz vents to the rosette model of science communication. Frontier in Environmental Science, 11. https://doi.org/10.3389/fenvs.2023.1270579
Metcalfe, J. (2019). Rethinking science communication models in practice [Doctoral dissertation, Australian National University]. Open Research Depository. https://openresearch-repository.anu.edu.au/items/a69d36ec-2bf6-4b67-9708-d1229e8bf28f
Murphy, K. M., & Kelp, N. C. (2023). Undergraduate STEM students’ science communication skills, science identity, and science self-efficacy influence their motivations and behaviors in STEM community engagement. Journal of Microbiology & Biology Education, 24(1), Article 00182-22. https://doi.org/10.1128/jmbe.00182-22
Nelson, K., Sabel, J., Forbes, C., Grandgenett, N., Tapprich, W., & Cutucache, C. (2017). How do undergraduate STEM mentors reflect upon their mentoring experiences in an outreach program engaging K-8 youth? International Journal of STEM Education, 4(3). https://doi.org/10.1186/s40594-017-0057-4
Nemadziva, B., Sexton, S., & Cole, C. (2023). Science communication: The link to enable enquiry-based learning in under-resourced schools. South African Journal of Science, 119(1/2), Art. #12819. https://doi.org/10.17159/sajs.2023/12819
O’Keefe, K., & Bain, R. (2018). ComSciCon-Triangle: Regional science communication training for graduate students. Journal of Microbiology & Biology Education, 19(1). https://doi.org/10.1128/jmbe.v19i1.1420
Pilt, E. and Himma-Kadakas, M. (2023). Training researchers and planning science communication and dissemination activities: testing the QUEST model in practice and theory. Journal os Science Communication, 22(06), A04. https://doi.org/10.22323/2.22060204
Polk, E., & Diver, S. (2020). Situating the scientist: Creating inclusive science communication through equity framing and environmental justice. Frontiers in Communication, 5(6). https://doi.org/10.3389/fcomm.2020.00006
Schaefer, E. (2024). Evolving attitudes of science graduate students toward science policy and communication. Journal of Science Policy & Governance, 24(01). https://doi.org/10.38126/JSPG240114
Schiefer, J., Caspari, J., Moscoso, J. A., Catarino, A. I., Afonso, P. M., Golle, J., & Rebuschat, P. (2024). Science and Heritage Language Integrated Learning (SHLIL): Evidence of the effectiveness of an innovative science outreach program for migrant students. Science Education, 119(1/2), 1-32. https://doi.org/10.1002/sce.21860
Schmitt, FJ., Golüke, M., & Budisa, N. (2024). Bridging the gap: enhancing science communication in synthetic biology with specific teaching modules, school laboratories, performance, and theater. Frontier in Synthetic Biology, 2. https://doi.org/10.3389/fsybi.2024.1337860
Scotti, V. (2020). Social media and storytelling: Tools to raise engagement with physics. 40th International Conference on High Energy Physics - ICHEP2020, July 28 - August 6, 2020, Prague, Czech Republic (virtual meeting). https://pos.sissa.it/
Shivni, R., Cline, C., Newport, M., Yuan, S., & Bergan-Roller, H. E. (2021). Establishing a baseline of science communication skills in an undergraduate environmental science course. International Journal of STEM Education, 8(47). https://doi.org/10.1186/s40594-021-00304-0
Stewart, I. S. (2024). Advancing disaster risk communications. Earth-Science Reviews, 249, 104677. https://doi.org/10.1016/j.earscirev.2024.104677
Tirumalai, M. R. (2024). Education and public outreach: communicating science through storytelling. Journal of Microbiology & Biology Education, 25(1), Article e00209-23. https://doi.org/10.1128/jmbe.00209-23
Vickery, R., Murphy, K., McMillan, R., Alderfer, S., Donkoh, J., & Kelp, N. (2023). Analysis of inclusivity of published science communication curricula for scientists and STEM students. CBE—Life Sciences Education, 22(1), ar8. https://doi.org/10.1187/cbe.22-03-0040
Webb A. B., Fetsch C. R., Israel E., Roman C. M., Encarnación C. H., Zacks J. M., Thoroughman K. A., & Herzog E.D. (2012). Training scientists in a science center improves science communication to the public. Advances in Physiology Education, 36(1):72-6, Article 2238418. https://doi.org/10.1152/advan.00088.2010
Wilkins, M. R., Rapciak, S. E., Goller, C. C., Weintraub, J., & Mikaelyan, A. (2024). Scaling the wall: Overcoming barriers to STEM knowledge mobilization. Frontiers in Communication, 9, 1366207. https://doi.org/10.3389/fcomm.2024.1366207
Wood, M. (2023). Science communication as interdisciplinary training. Journal of Science Communication, 22(6). https://doi.org/10.22323/2.22060401