PERC 2013 Abstract Detail Page
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| Abstract Title: | Characterizing Epistemological Frames of Scientific Communication between Physicists and Non-experts |
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| Abstract: | The ability to effectively communicate scientific content to non-expert audiences is important to physicists and the public-at-large. Drawing on both observations of and literature about expert practitioners, we present a framework for the assessment of basic scientific communication models and skills of physicists communicating with non-expert audiences. This framework accounts for different epistemological frames that are activated when experts communicate with experts and with non-experts, and it provides a mechanism to distinguish the models of communication that are engaged in by participants. To demonstrate the utility of this framework, we analyze videos of university physics students explaining physics concepts in both a lecture-style format and in an afterschool setting with middle school children. Using these data, we characterize the physics students' scientific communication skills and inferred models of communication. Among the findings, we can associate communication frames (deficit, dialogue, participation) to pedagogical frames (transmission, constructivist) along the dimension of participant-centeredness. |
| Abstract Type: | Contributed Poster Presentation |
Author/Organizer Information | |
| Primary Contact: |
Kathleen Hinko University of Colorado Boulder University of Colorado Boulder 440 UCB Boulder, CO 80309 Phone: 512-785-8435 |
| Co-Author(s) and Co-Presenter(s) |
Cameron Gil University of Colorado Boulder Noah Finkelstein University of Colorado Boulder |
