speaking of science... the art of science communication
DESCRIPTION
This is a talk I gave at the University of Oregon Science LIteracy program about common themes in science communication. I played some rTRANSCRIPT
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The Art of Science Communication
S p e a k i n g o f S c i e n c e . . .
Stephanie Chasteenhttp://sciencegeekgirl.com
Images: Tom Tomorrow, Amy Snyder
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Audio: David Kestenbaum & Marvin Marshak: Neutrinos
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My points for today
Communication is necessary in today’s careers
We can’t treat our audience like they’re stupid (but we can’t treat them like they’re
scientists either)
The data do not speak for themselves.
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My career path
• I’m a generalist
• Social psychology and physics
• Science journalism and education
my blog has a recent post about my non-linear career path
http://blog.sciencegeekgirl.com
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We need to communicate with many audiences
• Our students
• Other academics (across disciplines)
• The public
• The media
Image from: shirray-langley.abbozzogallery.com/
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the media is powerfulImage by Tomasz Sienicki
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Changing view of science communication
public
let’s educate that ignorant public
scientific literacy (1960-1980’s)
media & scientists
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the deficit model
“The deficit model assumes that the public are empty vessels waiting to be filled with useful information upon which they will rationally act.”
Nerlich, Koteyko, and Brown, “Theory and language of climate change communication,” Wiley Interdisciplinary reviews, 1, 2010.
science
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The current model
public
science & society (present)
we have the attitude problem...we need to know more about our audience
media & scientists
image victorvoigt
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How do you get your message across?
What are some techniques that have worked for you when...
★Talking to the public?
★Teaching your students?
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Communication tips
3 key
points
build from
familiar
no jargon
keep it simple
know your audience
metaphors, analogy,
examples
make it relevant
tell a story
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People have prior knowledge & beliefs
Scaffold understanding
Motivation is important to learning
Don’t exceed cognitive load
Make it relevant / connect to everyday life
Respect learners
These should seem familiar to you as educators...
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Don’t be so cerebral
“arouse and fulfill”
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find the story
Audio: Christopher Joyce and William Eberhard, A Spider’s WebImage: Luc Viatour, www.lucnix.be
Audio: David Kestenbaum & Tony Leggett: Superconductivity
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find the story
Audio: Christopher Joyce and William Eberhard, A Spider’s WebImage: Luc Viatour, www.lucnix.be
Audio: David Kestenbaum & Tony Leggett: Superconductivity
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How do you tell your story?
background
supporting details (data)
results & conclusions
scientist model
“the facts speak for themselves”
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the deficit model does not work!
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journalist model
bottom line
key details (data)
back-ground
What’s your elevator speech?
No more than 3 main points.
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What’s your bottom line?
Consider these ideas:
• The facts don’t speak for themselves
• Tell a story (narrative structure)
• Journalists’ inverted pyramid
How might these apply to you? In communication? In classes?
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How do these ideas apply to academic work?
• Papers?
• Talks?
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* it’s more complicated than that
“The reason you can't walk through a wall is that your atoms and the atoms in the wall interact with each other. They
speak the same language”*
There’s more to life than accuracy
accuracy understandability & interest
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perception
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expert knowledgewhat makes experts smart?
Expert knowledge is organized around big ideas.
Most people don’t have that framework.
So start with the familiar, and build a map.
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ground the explanation in the familiar
start here...walls & people...
and of course, avoid jargon
the tough stuff.neutrinos
and build up to...atoms & electric charge
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why should people care?
Image: http://www.scottberkun.com/essays/essay29.htm
Audio: David Kestenbaum & John Morgan: Poincare Conjecture
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image from http://www.seniorsworldchronicle.com/2009/08/usa-professors-john-baldwin-68-and.html
there is a time for telling
but not too soon!arouse... and then fulfill!
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So, it is important to communicate well.But we don’t just
need to repeat our message louder
1. We need to decide what our messages are.
2. We need to make our messages accessible.
3. We need to motivate... THEN educate
4. This is important - and possible - for all levels of science (and in our classes!)
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http://communicatingscience.aaas.org/
http://www.dontbesuchascientist.com/ http://www.ucsusa.org/publications/scientist-media-guide.html
More resources
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Learning About Teaching Physics.
AAPT funded audio podcast communicating physics education research (PER) to teachers. (Coming soon = “Creating a Time for Telling”)
http://perusersguide.org/podcasts
Shameless Plug
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How does this work? Maybe some scientist can tell
us, using simple language and familiar metaphors?
Yeah, by telling us a concise interesting and entertaining story full of
substance!
Thank you!Notes and presentation will be posted at http://blog.sciencegeekgirl.com
Podcast @ http://perusersguide.org/podcasts