Science Communication and Stakeholder Expertise: Insights from Sustainability Science*

Communicating science is a multifaceted and complex process, particularly in sustainability science where researchers directly engage with non-academic stakeholder partners. In this insight, we explore the relationship between science communication behaviour and perceptions of stakeholder scientific expertise in a large-scale sustainability-focused research project in the Northeastern United States. We find that higher levels of perceived scientific expertise are associated with dialogic and participatory models of communication, and lower levels of perceived scientific expertise are associated with dialogic and diffusion models of communication. This work, while small in scope, highlights the utility of attending to perceptions of expertise within stakeholder engagement contexts. Implications, limitations, and opportunities for future research are discussed.     

Sea-Level Rise in Public Science Writing: History,Science and Reductionism

Sea-level rise is a dramatic effect of climate change, with profound implications for societies around the world. In the past few years, a rush of literary non-fiction books have appeared that aim to explain the threat of rising seas to the public. This paper critiques how sea-level rise is framed in many of those books, on two accounts. First, anthropogenic sea-level change is frequently framed by accounts of natural variations of sea level in earth history, focusing on geological rather than societal processes. Second, single and sudden floods are often used to exemplify sea-level rise in ways that draw attention away from incremental environmental change in favour of fast-paced but de-contextualized events. The paper argues that both these frames de-politicize sea-level rise and may steer public understanding and discussion away from relevant social, cultural, and ethical considerations. As examples of climate reductionism, these depictions may obstruct rather than facilitate appropriate negotiations in response to predicted sea-level rise.     

Exploration of Science Parks

1 DEVELOPMENT OF SCIENCE PARKSThe concept of science park originated in the US. Manyterms are used to describe science parks, such as researchpark, technology park, science centre, research centre,innovation centre, and with various combination of these(MacDonald, 1987). The first science park in the worldis Stanford Industrial Park established in 1951. In 1955,only seven companies were located in the park. By 1980there were ninety companies including Hewlett PackardCompany, whic…     

Exploration of Science Parks

Abstract

Science parks have developed greatly in the world, whereas empirical researches have showed that science parks based on linear model cannot guarantee the creation of innovation. Hi-tech innovation is derived from flow and management of information. The commercial and social interactions between in-parks and off-park firms and research institutions act as the key determinant for innovation. Industrial clustering is the rational choice for further developing Chinese science parks and solving some problems such as the lack of clear major industries and strong innovation sense, etc.     

Audiences for Science Communication in the United States

ABSTRACT

The US National Science Foundation collects biennial data on views about science and technology (S&T). Analyses have typically focused on the degree to which demographics, knowledge, and attitudes predict S&T support or views about specific technologies or issues. Published efforts do not appear to have focused on identifying latent classes within the data. Initial analyses using latent profile analysis suggests that Americans can be categorized into six substantive audience groups when it comes to views about S&T. These groups vary by demographics, including scientific background and ideology, as well as in views about S&T. Post hoc analyses explore how “class-focused” analyses may provide additional insight beyond what can be obtained from “variable-focused” analyses.     

Science, Research, Knowledge and Capacity Building

A small part of the scientific community is seeking hard to enhance the contribution of science, knowledge and capacity building to environmentally sustainable and socially fair human development around the world. Many researchers over the globe share the same commitment – anchored in concerns for the human condition. They believe that science and research can and have influenced sustainability. Therefore their main goals are to seek and build up knowledge, know-how and capacity that might help to feed, nurture, house, educate and employ the world's growing human population while conserving its basic life support systems and biodiversity. They undertake projects, that are essentially integrative, and they try to connect the natural, social and engineering sciences, environment and development of communities, multiple stakeholders, geographic and temporal scales. More generally, scientists engaged in sustainable development are bridging the worlds of knowledge and action. This pro-active, heavily ethics- and wisdom-based "science for sustainability" can be seen as the conclusion of all dialogues and discussions amongst scientists at the World Summit on Sustainable Development (WSSD) 2002 in Johannesburg. The "Plan of Implementation" after WSSD will be based on political will, practical steps and partnerships with time-bound actions. Several "means of implementation" are going to be proofed and initiated: finance, trade, transfer of environmentally sound technology, and, last but not least, science and capacity building.Some characteristics of working scientific sustainability initiatives are that they are regional, place-based and solution-oriented. They are focusing at intermediate scales where multiple stresses intersect, where complexity is manageable, where integration is possible, where innovation happens, and where significant transitions toward sustainability can start bottom-up. And they have a fundamental character, addressing the unity of the nature – society system, asking how that interactive system is evolving and how it can be consciously, if imperfectly, steered through the reflective mobilization and application of appropriate knowledge and know-how. The aims of such sustainability-building initiatives conducted by researchers are: first to make significant progress toward expanding and deepening the research agenda of science and knowledge-building for sustainability; secondly to strengthen the infrastructure and capacity for conducting and applying science, research and technology for sustainability – everywhere in the world where it is needed; and thirdly, to connect science, policy and decision-making more effectively in pursuit of a faster transition towards real sustainable development. The overall characteristic is, that sustainability initiatives are mainly open-ended networks and dialogues for the better future. A world society that tries to turn towards sustainable development has to work hard to refine their clumsy technologies, in "earthing" their responsibility to all creatures and resources, in establishing democratic systems in peace and by heeding human rights, in building up global solidarity through all mankind and in commit themselves to a better life for the next generations.     

论环境管理思想与环境科学的协同演进

文章首先分析了环境管理的思想渊源与环境科学的产生;然后分三个阶段对环境管理思想的演变和环境科学的发展进行回顾,进而从管理对象、主体和方法三个方面对环境管理思想与环境科学研究的协同演进关系进行反思;最后,文章指出,随着主流环境管理思想的演变,环境科学的发展将走向综合化、人文化、立体化和专业化。     

“Science is Everywhere,but No One Knows It”: Assessing the Cultural Distance to Science of Rural South African Publics

ABSTRACT

In science communication, a prerequisite for reaching different parts of a society is to find out how these publics experience and interpret science. Since rural South African publics are perceived to exhibit a large cultural distance to science, the present exploratory study aimed to know in more detail how rural South Africans perceive and understand science in their local and social contexts. Theoretical notions on cultural distance and the methodological approach of segmentation studies were considered. Semi-structured interviews with rural South Africans were carried out in four towns (n?=?52) that differ with respect to having a large scientific installation in their vicinity, or not. Sensitively comparing local and social contexts helped identifying three different publics who differed regarding their perceptions of science; however, the large scientific installations only made a difference in perceptions for those publics who were generally less exposed to and less knowledgeable about science.     

Pedagogy for Sustainability Science: Case-Based Approaches for Interdisciplinary Instruction

Sustainability science represents a fundamental shift in the nature of research on environmental problems, calling for specialists to expand beyond their disciplinary perspectives in order to cooperate together to understand and address systemic problems. This shift demands a corresponding shift in education in order to equip students with the skills, theories, and methods they need to address contemporary challenges. We argue that case studies are a productive pedagogical approach to teaching about sustainability and teaching for sustainability. Case-based approaches equip students to encounter complexity, manage uncertainty, and generate innovative strategies. In laying out of the pedagogical challenges inherent in sustainability education, we highlight opportunities and demands for environmental communication scholars to contribute to the emerging discipline of sustainability science.     

Creating a Place for Environmental Communication Research in Sustainability Science

Environmental communication scholarship is critical to the success of sustainability science. This essay outlines three pressing areas of intersection between the two fields. First, environmental communication scholarship on public participation processes is essential for sustainability science's efforts to link knowledge with action. Second, sustainability science requires collaborations across diverse institutional and disciplinary boundaries. Environmental communication can play a vital role in reorganizing the production and application of disciplinary knowledge. Third, science communication bridges environmental communication and sustainability science and can move communication processes away from one-way transmission models toward engaged approaches. The essay draws on Maine's Sustainability Solutions Initiative to illustrate key outcomes of a large project that has integrated environmental communication into sustainability science.     

Climate Change and Energy Technologies in Undergraduate Introductory Science Textbooks

Global climate change and the implementation of energy technologies are among the most pressing issues facing society and the environment today. Related educational content spans the science disciplines. Through an analysis of introductory-level university textbooks from four major US publishers in Biology, Chemistry, and Physics, this study presents trends in terminology and content. As the defining terms, “global warming” and “climate change” are used nearly equally. However, the first location of a working definition for climate change appears earlier. Energy technologies, climate change, and related environmental issues are found, on average, on ≤4% of textbook pages, and variation is large among individual textbooks. Discipline-based trends exist, especially for the energy technologies presented. Addressed separately as a non-renewable, non-fossil fuel, nuclear energy is found on ≤1% of textbook pages and unfavorably represented. The discussion within these science disciplines has implications on introductory-level education, public perception of science, and informed citizenship.     

科技促进宁夏可持续发展的现状分析

科技是推动宁夏进一步深化改革与发展、实施西部大开发战略、促进经济持续增长、优化产业结构、提升产业竞争实力、缓解发展过程中的资源环境约束力、实现可持续发展的核心力量.科技在促进宁夏实现可持续发展方面取得显著的成就与经验,但是在支Ё撑全区社会经济发展、改善环境以及区域科技创新能力建设方面仍存在急需解决的问题:①科技资源布局不合理;②产业工艺落后,能耗偏高:③特色优势产业发展后劲严重不足,成果转化率低;④区域科技创新能力弱.文章最后结合宁夏自然环境条件、社会经济发展状况、文化特点提出了其未来科技发展的战略思路及重点.     

A Climate for Change: Millennials,Science and the Humanities

The rise and pervasiveness of post-truth and alternative facts posit fundamental questions for the current epistemic authority of scientific knowledge. In conjunction, complex and multi-scalar problems of the likes of climate change call for research that transcends traditional disciplinary silos, upon which much of that authority was built. As such, we call for a greater involvement of the humanities in environmental research and communication. We suggest that young researchers wishing to pursue academic careers (including ourselves) may be well-equipped to reconfigure and reconcile science and the humanities within the context of their PhDs and beyond – taking a frontline position in the constant struggle to overcome longstanding antagonisms between the scholarship of fact-finding and that of meaning-making. We do so by exploring examples – within academia and beyond – where those collisions have been successful, including the works of a millennial scientist/artist and a dystopian video game.     

Knowledge-based Journalism in Science and Environmental Reporting: Opportunities and Obstacles

Recent calls for knowledge-based journalism advocate a new level of formal knowledge in news reporting to meet the professional challenges caused by rapid change in the news industry. Scientifically knowledgeable journalism has the potential to redefine the existing science–media relationship. However, the audience for such journalism is unclear, nor is it known how this new journalism would function within rapidly changing newsroom practices. Implementing knowledge-based journalism requires theory-based propositions to show the actual benefits of improved scientific understanding for news consumers and an understanding, from research into professional cultures, of why new practices in journalism are adopted or abandoned. This paper develops that theoretical basis by examining knowledge-based journalism’s potential and some of the intellectual and institutional barriers to it.     

基于可持续发展认识的当代经济学定理的相对性

当代经济学是市场经济理论。是人们了解市场经济的必备知识。然而,当我们把这些经济学定理放置在一个“大经济系统”中,就可以发现它的说服力大打折扣。更严重地是。它还背离可持续发展的思想。这说明,当代经济学定理具有相对性。必须用可持续发展的思想对经济学进行变革。