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Abstract Title: Characterizing Epistemological Frames of Scientific Communication between Physicists and Non-experts
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
and Co-Presenter(s)
Cameron Gil
University of Colorado Boulder

Noah Finkelstein
University of Colorado Boulder