Session 4B - Perspectives on participation

Room 3.22

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.

Stories from the "open science revolution": how scientists talk about openness

Rosalind Attenborough (University of Edinburgh, UK)

Movements advocating “open” science have been gaining momentum since the turn of the twenty-first century. From open access publishing and open data archiving, to open peer review and citizen science, practices under the “open” umbrella carry hopes of revolutionising science communication, and science itself. Some scientists have led movements towards openness, but others seem ambivalent. Now that funders and universities increasingly require open practices, questions arise about “cultural” resistance to openness amongst scientists. Ros aims to step into this cultural sphere and listen to the meanings of openness that scientists construct – within and around the current open science agenda.