%0 Book %A National Research Council %E Masciangioli, Tina %T Chemistry in Primetime and Online: Communicating Chemistry in Informal Environments: Workshop Summary %@ 978-0-309-18770-1 %D 2011 %U https://nap.nationalacademies.org/catalog/13106/chemistry-in-primetime-and-online-communicating-chemistry-in-informal-environments %> https://nap.nationalacademies.org/catalog/13106/chemistry-in-primetime-and-online-communicating-chemistry-in-informal-environments %I The National Academies Press %C Washington, DC %G English %K Math, Chemistry, and Physics %K Education %P 102 %X It is critical that we increase public knowledge and understanding of science and technology issues through formal and informal learning for the United States to maintain its competitive edge in today's global economy. Since most Americans learn about science outside of school, we must take advantage of opportunities to present chemistry content on television, the Internet, in museums, and in other informal educational settings. In May 2010, the National Academies' Chemical Sciences Roundtable held a workshop to examine how the public obtains scientific information informally and to discuss methods that chemists can use to improve and expand efforts to reach a general, nontechnical audience. Workshop participants included chemical practitioners (e.g., graduate students, postdocs, professors, administrators); experts on informal learning; public and private funding organizations; science writers, bloggers, publishers, and university communications officers; and television and Internet content producers. Chemistry in Primetime and Online is a factual summary of what occurred in that workshop. Chemistry in Primetime and Online examines science content, especially chemistry, in various informal educational settings. It explores means of measuring recognition and retention of the information presented in various media formats and settings. Although the report does not provide any conclusions or recommendations about needs and future directions, it does discuss the need for chemists to connect more with professional writers, artists, or videographers, who know how to communicate with and interest general audiences. It also emphasizes the importance of formal education in setting the stage for informal interactions with chemistry and chemists. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Pandya, Rajul %E Dibner, Kenne Ann %T Learning Through Citizen Science: Enhancing Opportunities by Design %@ 978-0-309-47916-5 %D 2018 %U https://nap.nationalacademies.org/catalog/25183/learning-through-citizen-science-enhancing-opportunities-by-design %> https://nap.nationalacademies.org/catalog/25183/learning-through-citizen-science-enhancing-opportunities-by-design %I The National Academies Press %C Washington, DC %G English %K Education %P 204 %X In the last twenty years, citizen science has blossomed as a way to engage a broad range of individuals in doing science. Citizen science projects focus on, but are not limited to, nonscientists participating in the processes of scientific research, with the intended goal of advancing and using scientific knowledge. A rich range of projects extend this focus in myriad directions, and the boundaries of citizen science as a field are not clearly delineated. Citizen science involves a growing community of professional practitioners, participants, and stakeholders, and a thriving collection of projects. While citizen science is often recognized for its potential to engage the public in science, it is also uniquely positioned to support and extend participants' learning in science. Contemporary understandings of science learning continue to advance. Indeed, modern theories of learning recognize that science learning is complex and multifaceted. Learning is affected by factors that are individual, social, cultural, and institutional, and learning occurs in virtually any context and at every age. Current understandings of science learning also suggest that science learning extends well beyond content knowledge in a domain to include understanding of the nature and methods of science. Learning Through Citizen Science: Enhancing Opportunities by Design discusses the potential of citizen science to support science learning and identifies promising practices and programs that exemplify the promising practices. This report also lays out a research agenda that can fill gaps in the current understanding of how citizen science can support science learning and enhance science education.