Session 4B - Perspectives on participation
Knowledge, Awareness and Participation in Public Science Among Communication Students, University of Uyo, Nigeria
Herbert Batta (University of Uyo, Nigeria)
As future purveyors of development information, communication students are significant in the public understanding and utilisation of science and technology. Unfortunately, no research data exists today in Nigeria about what they know about public science, how they source, use, or partake in it. This research gap necessitates these questions: to what extent are communication students, University of Uyo, Nigeria aware, knowledgeable about public science matters? How do they obtain, use, and participate in it? This study surveys over 600 students alongside purposive in-depth interviews. Data would be analysed statistically and qualitatively and recommendations made on the basis of the findings.
Tactile Collider: Scientific Outreach to Visually Impaired Audiences
Rob Appleby (The University of Manchester and the Cockcroft Institute, UK); Chris Edmonds (The University of Liverpool and the Cockcroft Institute, UK)
There is a large public interest in topics like the Large Hadron Collider and particle accelerators, primarily communicated to school children and the wider public using visual methods. As a result, visually impaired audiences of all ages often have difficulty accessing the scientific communication and may not be culturally involved in the scientific progress. Tactile Collider has developed new methods of engaging visually impaired children and adults in accelerator science by the creation of the Tactile Collider model. This model has been developed with VI experts and consultations and implemented in a UK touring event called Tactile Collider, visiting VI schools and centres around the country in 2018 and 2019. We describe the Tactile Collider event and engagement philosophy.
'You could not tell people it's a test so they don't get stressed about getting it right’: Stakeholder perceptions of a physical literacy assessment for children aged 7-11 years
Cara Shearer (Liverpool John Moores University, UK)
Engaging with the target population through participatory research enables the co-development of the assessment tool, this allows the research team to fully embrace the primary school context while also giving stakeholders a voice in the development process.
Nineteen focus groups were conducted concurrently in autumn 2018 with children aged 7-11 years (n=57, Mage=9), teachers (n=15), teaching assistants (n=8), and educational practitioners (n=21). The focus groups explored physical literacy, physical activity, assessment experiences and recommendations for assessment. The child responses focused predominantly on enjoyment and assessment experience where the teacher groups tended to focus on practicality and overcoming the barriers to assessment.
Exploring local culture, values and communication in Cornish geothermal community
Hazel Gibson (University of Plymouth, UK)
Geothermal power is a fairly new resource to the UK, but Cornwall, the county in the UK where the technology is being explored, is steeped in geological heritage and is no stranger to novel geological technologies. In order to understand the culture and values that shape local people’s communications about this new industry a series of semi-structured interviews were conducted with residents near the development. They revealed for many people living in the local area, a positive focus on the cultural importance of ‘Cornish innovation’ plays a significant role in their thought processes around the development of this new technology.