Eric Jensen | University of Warwick (original) (raw)
Dr Eric Jensen specialises in researching public engagement, especially with the sciences. Holding a PhD from Cambridge University, his main research interest is in the interface between forms of expert knowledge and broader publics. His research in this domain has included studies of the mediation of the scientific controversy surrounding human cloning in the public sphere, evaluations of the effectiveness of zoos, museums and festivals at engaging publics with particular aspects of sciences and the arts and studies of the production and delivery of activities designed to engage publics with expert knowledge and ideas. In terms of theory, these research fields have been linked to a new model of social change, which was proposed in an article in the journal Culture & Psychology and a recently publish book entitled Culture & Social Change: Transforming Society through the Power of Ideas (Information Age).
Recent research projects include leading a collaborative project with partners at the Open University, University of Cambridge and the University of Warwick’s Centre for Competitive Advantage in the Global Economy (CAGE), developing methods and theory for evaluating the impacts of online public engagement with research (funded by the Joint Information and Skills Council), a three-year study of conservation education at ZSL London Zoo (funded by the Greater London Authority), a project researching the use of student volunteers within UK festivals that involve universities in public engagement (funded by the National Co-ordinating Centre for Public Engagement) and mixed methods external evaluations of the Cambridge Science Festival and the Cambridge Festival of Ideas (funded by the University of Cambridge).
Dr Jensen has particular expertise in public engagement with wildlife conservation and biodiversity, with a book under contract with Cambridge University Press set for publication in late 2013 entitled From Conservation Education to Public Engagement: Research, Principles and Practice. He is contributing to a global survey project in collaboration with Andy Moss at Chester Zoo on the topic of worldwide zoo and aquarium visitors’ attitudes towards biodiversity (funded by the World Association of Zoos and Aquaria). As Associate Education Fellow at Durrell Wildlife Conservation Trust, he is also advising and contributing to the EU-Zoos-XXI project on science engagement activities at European zoos (funded by the European Research Council). This project has included the first full-scale exercise in upstream public engagement at a zoo or aquarium worldwide, conducted at Durrell Wildlife Park.
Finally, Dr Jensen is leading a seminar series on the methodology for evaluating the impacts of public engagement and informal learning activities (‘Evaluating impacts of non-formal learning and public engagement’), funded by The Wellcome Trust, British Science Association and the University of Warwick. He is an advisory board member for the ‘Science for Global Citizenship’ project (funded by the Department for International Development) and contributor to the Informing Science Outreach and Public Engagement (ISOTOPE) project (funded by NESTA and the Open University): isotope.open.ac.uk.
Eric’s recent publications include peer-reviewed journal articles in Public Understanding of Science (e.g. ‘Mediating subpolitics in US and UK science news’), Culture & Psychology (‘A cyclical model of social change’), New Genetics & Society (‘Celebrity life politics in US and UK journalistic coverage of therapeutic cloning research’), Media, Culture & Society (‘Between credulity & scepticism: Sightings of the fourth estate in 21st century science journalism’) and Psychology & Society (‘Science learning at the zoo’), as well as two chapters on science communication practice and methods in the Oxford University Press volume Investigating Science Communication in the Information Age. He is also co-editing the forthcoming book Culture & Social Change: Transforming Society through the Power of Ideas (Information Age), and contributing two original theoretical chapters (‘Scientific controversies and the struggle for symbolic power’ and ‘Mediating social change: Irony, hybridity and corporate censorship’). Eric is also authoring a forthcoming book on the public bioethical debate surrounding human cloning and embryonic stem cell research (Ashgate).
Eric is teaching on the undergraduate modules ‘Social Research Methods’ and ‘Media Sociology’ at the University of Warwick. He is teaching and convening the postgraduate module ‘Researching Science, Media & Public Policy’ and the University of Warwick Social Sciences Doctoral Training Centre module ‘The Practice of Social Research’. He also co-convenes the MSc programme at Warwick in Science, Media and Public Policy. He is supervising PhD and Master’s dissertations in topics relating to media (
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Books by Eric Jensen
Exploring the controversy surrounding therapeutic human cloning, this book draws upon data collec... more Exploring the controversy surrounding therapeutic human cloning, this book draws upon data collected from news articles and interviews with journalists to examine the role of mass media in shaping biomedical controversies. With specific reference to the US and the UK as two leading scientific nations grappling with the global issue of therapeutic cloning, together with attention to the important role played by nations in Southeast Asia, this book sheds light on media representations of scientific developments, the unrealistic hype that can surround them, the influence of religion and the potentially harmful imposition of journalistic and nationalist values on the scientific field.
Empirically grounded and theoretically innovative, The Therapeutic Cloning Debate will appeal to social scientists across a range of disciplines with interests in science communication, public engagement, cultural and media studies, science politics, science journalism, the sociology of expert knowledge and risk. It will also appeal to scientists, journalists, policymakers and others interested in how news media frame science for the public.
B. Wagoner, E. Jensen and J. Oldmeadow (Eds.), Culture and Social Change: Transforming society th... more B. Wagoner, E. Jensen and J. Oldmeadow (Eds.), Culture and Social Change: Transforming society through the power of ideas. (2012, Information Age Publishers)
Papers by Eric Jensen
Zoos and aquariums aim to achieve lasting impact on their public audiences' awareness of biodiver... more Zoos and aquariums aim to achieve lasting impact on their public audiences' awareness of biodiversity, its value and the steps they can take to conserve it. Here, we evaluate the long-term educational impact of visits to zoos and aquariums on biodiversity understanding and knowledge of actions to help protect biodiversity. A minimum of two years after completing a repeated-measures survey before and after visiting a zoo or aquarium, the same participants were invited to take part in a follow-up online survey. Despite the small number of respondents (n = 161), the study may still represent the best available quantitative evidence pertaining to zoo and aquarium visits' long-term educational impact. We found that improvements in respondents' biodiversity understanding from pre-to post-visit levelled off, staying unchanged at the follow-up survey point. In contrast, the improved knowledge of actions to help protect biodiversity from pre- to post-visit showed further improvement from post-visit to delayed post-visit follow-up survey. These results suggest that the immediate positive effects of a zoo or aquarium visit may be long-lasting and even lay the groundwork for further improvements over an extended period of time following the visit.
Scientists who publish prizewinning discoveries are, on average, waiting longer for a Nobel than ... more Scientists who publish prizewinning discoveries are, on average, waiting longer for a Nobel than ever before. Data points are 5-year-averaged waits; shading around lines shows con dence limits.
Journal of Research in Science Teaching, 2015
This article addresses some of the challenges faced when attempting to evaluate the long-term imp... more This article addresses some of the challenges faced when attempting to evaluate the long-term impact of informal science learning interventions. To contribute to the methodological development of informal science learning research, we critically examine (Falk and Needham (2011) Journal of Research in Science Teaching, 48: 1–12.) study of the California Science Center’s long-term impact on the Los Angeles population’s understanding, attitude and interest in science. This study has been put forward as a good model of long-term impact evaluation for other researchers and informal science learning institutions to emulate. Moreover, the study’s claims about the Science Center’s positive impacts have been widely cited. This essay highlights the methodological limitations of Falk and Needham’s innovation of using an indicator-based impact measure (a ‘marker’) designed to limit their reliance on self-report data, and points to more valid options for assessing long-term learning or attitudinal impacts. We recommend that future research employ more direct measurements of learning outcomes rounded in established social scientific methodology to evaluate informal science learning impacts.
Public Understanding of Science, 2016
Since 2000, the UK government has funded surveys aimed at understanding the UK public's attitudes... more Since 2000, the UK government has funded surveys aimed at understanding the UK public's attitudes toward science, scientists, and science policy. Known as the Public Attitudes to Science series, these surveys and their predecessors have long been used in UK science communication policy, practice, and scholarship as a source of authoritative knowledge about science-related attitudes and behaviors. Given their importance and the significant public funding investment they represent, detailed academic scrutiny of the studies is needed. In this essay, we critically review the most recently published Public Attitudes to Science survey (2014), assessing the robustness of its methods and claims. The review casts doubt on the quality of key elements of the Public Attitudes to Science 2014 survey data and analysis while highlighting the importance of robust quantitative social research methodology. Our analysis comparing the main sample and booster sample for young people demonstrates that quota sampling cannot be assumed equivalent to probability-based sampling techniques.
Frontiers in Ecology and the Environment, 2017
Campaigns by zoos, aquariums, and other civil society organizations are an important tool for pro... more Campaigns by zoos, aquariums, and other civil society organizations are an important tool for promoting social changes that benefit the environment. Here, we evaluate a global biodiversity education campaign's impact through a repeated-measures survey of nearly 5000 visitors to 20 zoos and aquariums located in 14 countries. By comparing visitors' pre-and post-visit responses combined across respondents, we found significant aggregate improvements in their biodiversity understanding and their knowledge of actions to help protect biodiversity. Respondents who reported seeing the education campaign's interpretive graphic panels and informative films showed a significantly higher aggregate increase in their understanding of biodiversity and actions to protect it as compared to respondents who did not see the campaign materials. These findings reaffirm the value of education at zoos and aquariums to engage members of the public with biodiversity-related issues. The results also demonstrate that the aggregate impact from such experiences can be enhanced through coordinated public engagement initiatives.
International Journal of Science Education, 2017
Scientific institutions are increasingly embracing values of inclusivity and public engagement, b... more Scientific institutions are increasingly embracing values of inclusivity and public engagement, but how do these two dimensions intersect? Science festivals have rapidly expanded in recent years as an outgrowth of these values, aiming to engage and educate the public about scientific topics and research. While resources invested in public engagement by scientists, universities, and governments are admirable in principle; this study indicates that their ambition to broaden the reach of science may be going unrealized in practice. Using data from three major UK science festivals, we demonstrate such events are disproportionately reaching economically privileged and educated audiences already invested in science, as opposed to diverse and broadly representative samples of the general public. Our results demonstrate that these science festivals are falling short of their aims to make science accessible to a broad audience. There is a clear need for improved practices and on-going evaluation to ensure science festivals include those who are not already scientifically converted.
JCOM Journal of Science Communication, 2015
King et al. [2015] argue that 'emphasis on impact is obfuscating the valuable role of evaluation'... more King et al. [2015] argue that 'emphasis on impact is obfuscating the valuable role of evaluation' in informal science learning and public engagement (p. 1). The article touches on a number of important issues pertaining to the role of evaluation, informal learning, science communication and public engagement practice. In this critical response essay, I highlight the article's tendency to construct a straw man version of 'impact evaluation' that is impossible to achieve, while exaggerating the value of simple forms of feedback-based evaluation exemplified in the article. I also identify a problematic tendency, evident in the article, to view the role of 'impact evaluation' in advocacy terms rather than as a means of improving practice. I go through the evaluation example presented in the article to highlight alternative, impact-oriented evaluation strategies, which would have addressed the targeted outcomes more appropriately than the methods used by King et al. [2015]. I conclude that impact evaluation can be much more widely deployed to deliver essential practical insights for informal learning and public engagement practitioners.
Conservation Biology, 2015
The United Nations Strategic Plan for Biodiversity 2011–2020 is a key initiative within global ef... more The United Nations Strategic Plan for Biodiversity 2011–2020 is a key initiative within global efforts to halt and eventually reverse the loss of biodiversity. The very first target of this plan states that " by 2020, at the latest, people are aware of the values of biodiversity and the steps they can take to conserve and use it sustainably. " Zoos and aquariums worldwide, attracting more than 700 million visits every year, could potentially make a positive contribution to this target. However, a global evaluation of the educational impacts of visits to zoos and aquariums is entirely lacking in the existing literature. To address this gap, we conducted a large-scale impact evaluation study. We used a pre-and postvisit repeated-measures survey design to evaluate biodiversity literacy—understanding of biodiversity and knowledge of actions to help protect it—of zoo and aquarium visitors worldwide. Ours was the largest and most international study of zoo and aquarium visitors ever conducted. In total, 5661 visitors to 26 zoos and aquariums from 19 countries around the globe participated in the study. Aggregate biodiversity understanding and knowledge of actions to help protect biodiversity both significantly increased over the course of zoo and aquarium visits. There was an increase from previsit (69.8%) to postvisit (75.1%) in respondents demonstrating at least some positive evidence of biodiversity understanding. Similarly, there was an increase from previsit (50.5%) to postvisit (58.8%) in respondents who could identify actions to help protect biodiversity that could be achieved at an individual level. Our results are the most compelling evidence to date that zoo and aquarium visits contribute to increasing the number of people who understand biodiversity and know actions they can take to help protect biodiversity.
Conservation Letters, 2016
Many environmental communication interventions are built on the assumption that increased knowled... more Many environmental communication interventions are built on the assumption that increased knowledge will lead to changes in proenvironment behaviors. Our study probes the link between biodiversity-related knowledge and self-reported proconservation behavior, based on the largest and most international study of zoo visitors ever conducted. In total, 6,357 visitors to 30 zoos from 19 countries around the globe participated in the study. Biodiversity understanding and knowledge of actions to help protect biodiversity were significantly related, but only 0.6% of the variation in knowledge of actions to help protect biodiversity could be explained by those same respondents' biodiversity understanding. Biodiversity understanding was only the sixth most important variable in significantly predicting knowledge of actions to help protect biodiversity. Moreover, biodiversity understanding was the least important variable of those that were significantly related to self-reported proconservation behavior. Our study indicates that knowledge is a real, but relatively minor, factor in predicting whether members of the public – zoo visitors in this case – will know about specific proenvironment behaviors they can take, let alone whether they will actually undertake such behaviors.
JCOM Journal of Science Communication, 2015
Access to high quality evaluation results is essential for science communicators to identify nega... more Access to high quality evaluation results is essential for science communicators to identify negative patterns of audience response and improve outcomes. However, there are many good reasons why robust evaluation linked is not routinely conducted and linked to science communication practice. This essay begins by identifying some of the common challenges that explain this gap between evaluation evidence and practice. Automating evaluation processes through new technologies is then explicated as one solution to these challenges, capable of yielding accurate real-time results that can directly feed into practice. Automating evaluation through smartphone and web apps tied to open source analysis tools can deliver ongoing evaluation insights without the expense of regularly employing external consultants or hiring evaluation experts in-house. While such automation does not address all evaluation needs, it can save resources and equip science communicators with the information they need to continually enhance practice for the benefit of their audiences.
Encyclopedia of Life Sciences (ELS), 2009
Today, public debate over genetic futures takes place within a new societal context. There is a g... more Today, public debate over genetic futures takes place within a new societal context. There is a greater emphasis from policymakers on promoting engagement between sciences and publics, and mass media play a key role in this shifting relationship. Media representations of genetic futures are often subject to both positive and negative hype. This tendency towards ‘genohype’ results from the economic imperative of journalistic and entertainment media production. Moreover, symbolic representations from science fiction continue to influence mainstream news coverage of genetics, present and future. The ways in which media representations of genetic futures influence audiences are only partially known; however, it is clear that there is a complex negotiation between existing attitudes, knowledge and values and the messages communicated about genetic futures by both factual and fictional media.
Visitor Studies, 2011
This brief synthesis presents the main points of agreement between Dawson and Jensen’s article, “... more This brief synthesis presents the main points of agreement between Dawson and Jensen’s article, “‘Towards a ‘Contextual Turn’ in Visitor Studies: Evaluating Visitor Segmentation and Identity-Related Motivations” (this issue) and Falk’s reply, “Contextualizing Falk’s Identity-Related Visitor Motivation Model” (this issue), and it highlights important considerations for future research.
Science Education, 2015
Archer et al. (2015) propose contributing to science education theory by introducing the concept ... more Archer et al. (2015) propose contributing to science education theory by introducing the concept of “science capital” to supplement influential French sociologist Pierre Bourdieu’s theory. We agree with Archer et al. (2015) that there is considerable potential for more broadly applying Bourdieu’s conceptual apparatus—as indeed he himself applies to education (Bourdieu, 1986), politics (Bourdieu, 1996), and academic life (Bourdieu, 1988). We commend the authors for attending to the role of social inequality in science education and using Bourdieu’s theoretical framework as their primary inspiration. This focus is much needed in the field of science education research, which has too often neglected social class as a variable (e.g., Dawson & Jensen, 2011). The present essay briefly reviews Archer et al.’s arguments, highlighting underdeveloped elements of their analysis.
Psychology & Society, Jan 1, 2010
Trench (questo volume) solleva delle domande chiave sul come capire se la comunicazione scientifi... more Trench (questo volume) solleva delle domande chiave sul come capire se la comunicazione scientifica sia efficace nel suo impatto con il pubblico. Una valutazione di alta qualità che sia impiegata giudiziosamente, condotta in modo esperto ed efficientemente condivisa può fornire una buona base ai professionisti per scoprire quali aspetti delle iniziative basate sulla comunicazione scientifica funzionino, perchè, in quale modo, e con quale tipo di pubblico.
Questo saggio riesamina la prassi della valutazione nella comunicazione scientifica tradizionale, concentrandosi in modo particolare sulle istituzioni con la maggiore quantità di risorse.
È vero che ‘istituti e musei della scienza hanno avuto un ruolo di primo piano nell’implementare questionari per i visitatori e simili procedure investigative, allo scopo di raccogliere informazioni e migliorarsi” (Trench, questo volume). Tuttavia, i questionari standardizzati e le procedure di valutazione di tali istituzioni offrono un catalogo di errori banali che denotano scarsa esperienza nella creazione dei questionari, nella campionatura e nell’analisi. A conferma di ciò, mi è capitato di utilizzare esempi tratti da consulenti e istituzioni leader nel settore della valutazione dell’efficacia della comunicazione scientifica per mostrare ai miei studenti quali siano alcuni tra i più comuni errori nella pianificazione di questionari durante le lezioni universitarie di metodologia della ricerca sociale.
每年都有数百万的儿童与他们的父母或老师同学们一起近距离接触野生动物。而对公众进行保护教育也是对各专业动物园协会的成员们的一项基本要求。但是，最近几年，动物园受到越来越多来自动物权益保护组织的批评... more 每年都有数百万的儿童与他们的父母或老师同学们一起近距离接触野生动物。而对公众进行保护教育也是对各专业动物园协会的成员们的一项基本要求。但是，最近几年，动物园受到越来越多来自动物权益保护组织的批评，认为他们没有很好地展示他们对生物保护的公众理解的权威性，以及对相关生物学概念的诠释，例如动物对栖息地的适应性。的确，迄今为止还没有一个完整的研究项目严格地评估过动物园对他们最主要的受众---儿童在有关生物保护的学习方面的影响。这份（我的）研究是对于全世界7-15岁儿童游览动物园的教育价值的最大规模调查（包括样本2839个）。这项研究从对生物保护的学习方面（通过注释图检测的方法）以及从对于野生保护的态度转变方面入手，评估了通过有教学引导和无教学引导这两种方式游览伦敦ZSL动物园所获得的相关学习成果。结果显示，有34%参与无教学引导的孩子和41%接受教学引导游览的孩子学习到了生物保护相关的知识。多数接受无教学引导浏览方式的孩子对于动物和动物栖息地的理解呈现消极变化。总的来说，本研究为儿童游览动物园的潜在教育价值提供了依据。但是，研究同时也认为动物园常规的无教育引导尚不足以激发来访儿童的最优学习效果。该研究遵从一种生物保护学学习的理论模式： 将保护学教育者视做开发概念资源的工匠，从而提升儿童对科学的理解。
Trench（这个问题）提出了一个关键问题---我们如何能够知道科学传播是否向大众成功地传播有价值的东西。谨慎采用，熟练操作，并有效共享的高质量效果研究能够为研究实践者提供一个基础，来发现发现科... more Trench（这个问题）提出了一个关键问题---我们如何能够知道科学传播是否向大众成功地传播有价值的东西。谨慎采用，熟练操作，并有效共享的高质量效果研究能够为研究实践者提供一个基础，来发现发现科学传播活动的哪些方面正在在工作，通过什么样的方法，面向哪个受众群以及原因。这篇论文辩证地回顾了主流科学传播实践的评估现状，并将关注点聚焦在了拥有最优资源的机构。
的确，“科学中心和博物馆已经在设计和实施游客调查和其他评估步骤方面脱颖而出，他们旨在宣传和提高自身的实践能力”（Trench, this issue）。但是，在这些机构中“行业标准”的游客调查和评估步骤提供了一个基本错误的虚拟目录以及调查设计，抽样和分析中的低质量实践。的确，我已经在华威大学社会研究方法的教学中使用了来自领先科学传播评估顾问和机构的案例来演示调查设计和推理论证的低质量实践。
Conservation Biology, 2014
Millones de niños visitan zoológicos todos los años con sus padres o la escuela para tener un enc... more Millones de niños visitan zoológicos todos los años con sus padres o la escuela para tener un encuentro de primera mano con la vida silvestre. La educación pública para la conservación es un requisito básico para ser miembro de las asociaciones de zoológicos profesionales. Sin embargo, en los últimos años la crítica a los zoológicos se ha incrementado por parte de los grupos que abogan por los derechos de los animales por no demostrar con certeza su valor para la comprensión pública de la conservación ni de otros conceptos biológicos relacionados, tales como la adaptación de los animales a los hábitats. De hecho, hasta la fecha ningún estudio a gran escala ha evaluado rigurosamente el aprendizaje de la biología de la conservación considerando a los niños como la audiencia clave en los zoológicos. El presente estudio representa la investigación más grande (n = 2839) reportada a nivel internacional sobre el valor educativo de las visitas al parque zoológico para niños de 7 a 15 años de edad. Este estudio evalúa los resultados relativos de aprendizaje de las visitas autoguiadas y guiadas por educadores en el zoológico ZSL de Londres, tanto en términos de aprendizaje sobre biología de la conservación (medido por dibujos esquemáticos) como en el cambio de actitudes hacia la conservación de la vida silvestre. Los resultados muestran que un 34% de los niños que realizan visitas sin guía y un 41% que visitan guiados por un educador evidencian aprendizajes relacionados con la biología de la conservación. Cambios negativos en la comprensión sobre los animales y sus hábitats fueron más prevalentes en los niños que realizaron visitas no guiadas al zoológico. En general, este estudio ofrece evidencia sobre el potencial valor educativo para los niños de visitar los zoológicos. Sin embargo, también sugiere que la oferta estándar en los zoológicos de visitas educativas autoguiadas es insuficiente para lograr mejores resultados de aprendizaje en los niños.. El estudio apoya un modelo teórico de aprendizaje de la biología de la conservación que define a los educadores de la conservación como generadores de herramientas para desarrollar recursos conceptuales que promuevan el mejoramiento de la comprensión científica en los niños.
Exploring the controversy surrounding therapeutic human cloning, this book draws upon data collec... more Exploring the controversy surrounding therapeutic human cloning, this book draws upon data collected from news articles and interviews with journalists to examine the role of mass media in shaping biomedical controversies. With specific reference to the US and the UK as two leading scientific nations grappling with the global issue of therapeutic cloning, together with attention to the important role played by nations in Southeast Asia, this book sheds light on media representations of scientific developments, the unrealistic hype that can surround them, the influence of religion and the potentially harmful imposition of journalistic and nationalist values on the scientific field.
Empirically grounded and theoretically innovative, The Therapeutic Cloning Debate will appeal to social scientists across a range of disciplines with interests in science communication, public engagement, cultural and media studies, science politics, science journalism, the sociology of expert knowledge and risk. It will also appeal to scientists, journalists, policymakers and others interested in how news media frame science for the public.
B. Wagoner, E. Jensen and J. Oldmeadow (Eds.), Culture and Social Change: Transforming society th... more B. Wagoner, E. Jensen and J. Oldmeadow (Eds.), Culture and Social Change: Transforming society through the power of ideas. (2012, Information Age Publishers)
Zoos and aquariums aim to achieve lasting impact on their public audiences' awareness of biodiver... more Zoos and aquariums aim to achieve lasting impact on their public audiences' awareness of biodiversity, its value and the steps they can take to conserve it. Here, we evaluate the long-term educational impact of visits to zoos and aquariums on biodiversity understanding and knowledge of actions to help protect biodiversity. A minimum of two years after completing a repeated-measures survey before and after visiting a zoo or aquarium, the same participants were invited to take part in a follow-up online survey. Despite the small number of respondents (n = 161), the study may still represent the best available quantitative evidence pertaining to zoo and aquarium visits' long-term educational impact. We found that improvements in respondents' biodiversity understanding from pre-to post-visit levelled off, staying unchanged at the follow-up survey point. In contrast, the improved knowledge of actions to help protect biodiversity from pre- to post-visit showed further improvement from post-visit to delayed post-visit follow-up survey. These results suggest that the immediate positive effects of a zoo or aquarium visit may be long-lasting and even lay the groundwork for further improvements over an extended period of time following the visit.
Scientists who publish prizewinning discoveries are, on average, waiting longer for a Nobel than ... more Scientists who publish prizewinning discoveries are, on average, waiting longer for a Nobel than ever before. Data points are 5-year-averaged waits; shading around lines shows con dence limits.
Journal of Research in Science Teaching, 2015
This article addresses some of the challenges faced when attempting to evaluate the long-term imp... more This article addresses some of the challenges faced when attempting to evaluate the long-term impact of informal science learning interventions. To contribute to the methodological development of informal science learning research, we critically examine (Falk and Needham (2011) Journal of Research in Science Teaching, 48: 1–12.) study of the California Science Center’s long-term impact on the Los Angeles population’s understanding, attitude and interest in science. This study has been put forward as a good model of long-term impact evaluation for other researchers and informal science learning institutions to emulate. Moreover, the study’s claims about the Science Center’s positive impacts have been widely cited. This essay highlights the methodological limitations of Falk and Needham’s innovation of using an indicator-based impact measure (a ‘marker’) designed to limit their reliance on self-report data, and points to more valid options for assessing long-term learning or attitudinal impacts. We recommend that future research employ more direct measurements of learning outcomes rounded in established social scientific methodology to evaluate informal science learning impacts.
Public Understanding of Science, 2016
Since 2000, the UK government has funded surveys aimed at understanding the UK public's attitudes... more Since 2000, the UK government has funded surveys aimed at understanding the UK public's attitudes toward science, scientists, and science policy. Known as the Public Attitudes to Science series, these surveys and their predecessors have long been used in UK science communication policy, practice, and scholarship as a source of authoritative knowledge about science-related attitudes and behaviors. Given their importance and the significant public funding investment they represent, detailed academic scrutiny of the studies is needed. In this essay, we critically review the most recently published Public Attitudes to Science survey (2014), assessing the robustness of its methods and claims. The review casts doubt on the quality of key elements of the Public Attitudes to Science 2014 survey data and analysis while highlighting the importance of robust quantitative social research methodology. Our analysis comparing the main sample and booster sample for young people demonstrates that quota sampling cannot be assumed equivalent to probability-based sampling techniques.
Frontiers in Ecology and the Environment, 2017
Campaigns by zoos, aquariums, and other civil society organizations are an important tool for pro... more Campaigns by zoos, aquariums, and other civil society organizations are an important tool for promoting social changes that benefit the environment. Here, we evaluate a global biodiversity education campaign's impact through a repeated-measures survey of nearly 5000 visitors to 20 zoos and aquariums located in 14 countries. By comparing visitors' pre-and post-visit responses combined across respondents, we found significant aggregate improvements in their biodiversity understanding and their knowledge of actions to help protect biodiversity. Respondents who reported seeing the education campaign's interpretive graphic panels and informative films showed a significantly higher aggregate increase in their understanding of biodiversity and actions to protect it as compared to respondents who did not see the campaign materials. These findings reaffirm the value of education at zoos and aquariums to engage members of the public with biodiversity-related issues. The results also demonstrate that the aggregate impact from such experiences can be enhanced through coordinated public engagement initiatives.
International Journal of Science Education, 2017
Scientific institutions are increasingly embracing values of inclusivity and public engagement, b... more Scientific institutions are increasingly embracing values of inclusivity and public engagement, but how do these two dimensions intersect? Science festivals have rapidly expanded in recent years as an outgrowth of these values, aiming to engage and educate the public about scientific topics and research. While resources invested in public engagement by scientists, universities, and governments are admirable in principle; this study indicates that their ambition to broaden the reach of science may be going unrealized in practice. Using data from three major UK science festivals, we demonstrate such events are disproportionately reaching economically privileged and educated audiences already invested in science, as opposed to diverse and broadly representative samples of the general public. Our results demonstrate that these science festivals are falling short of their aims to make science accessible to a broad audience. There is a clear need for improved practices and on-going evaluation to ensure science festivals include those who are not already scientifically converted.
JCOM Journal of Science Communication, 2015
King et al. [2015] argue that 'emphasis on impact is obfuscating the valuable role of evaluation'... more King et al. [2015] argue that 'emphasis on impact is obfuscating the valuable role of evaluation' in informal science learning and public engagement (p. 1). The article touches on a number of important issues pertaining to the role of evaluation, informal learning, science communication and public engagement practice. In this critical response essay, I highlight the article's tendency to construct a straw man version of 'impact evaluation' that is impossible to achieve, while exaggerating the value of simple forms of feedback-based evaluation exemplified in the article. I also identify a problematic tendency, evident in the article, to view the role of 'impact evaluation' in advocacy terms rather than as a means of improving practice. I go through the evaluation example presented in the article to highlight alternative, impact-oriented evaluation strategies, which would have addressed the targeted outcomes more appropriately than the methods used by King et al. [2015]. I conclude that impact evaluation can be much more widely deployed to deliver essential practical insights for informal learning and public engagement practitioners.
Conservation Biology, 2015
The United Nations Strategic Plan for Biodiversity 2011–2020 is a key initiative within global ef... more The United Nations Strategic Plan for Biodiversity 2011–2020 is a key initiative within global efforts to halt and eventually reverse the loss of biodiversity. The very first target of this plan states that " by 2020, at the latest, people are aware of the values of biodiversity and the steps they can take to conserve and use it sustainably. " Zoos and aquariums worldwide, attracting more than 700 million visits every year, could potentially make a positive contribution to this target. However, a global evaluation of the educational impacts of visits to zoos and aquariums is entirely lacking in the existing literature. To address this gap, we conducted a large-scale impact evaluation study. We used a pre-and postvisit repeated-measures survey design to evaluate biodiversity literacy—understanding of biodiversity and knowledge of actions to help protect it—of zoo and aquarium visitors worldwide. Ours was the largest and most international study of zoo and aquarium visitors ever conducted. In total, 5661 visitors to 26 zoos and aquariums from 19 countries around the globe participated in the study. Aggregate biodiversity understanding and knowledge of actions to help protect biodiversity both significantly increased over the course of zoo and aquarium visits. There was an increase from previsit (69.8%) to postvisit (75.1%) in respondents demonstrating at least some positive evidence of biodiversity understanding. Similarly, there was an increase from previsit (50.5%) to postvisit (58.8%) in respondents who could identify actions to help protect biodiversity that could be achieved at an individual level. Our results are the most compelling evidence to date that zoo and aquarium visits contribute to increasing the number of people who understand biodiversity and know actions they can take to help protect biodiversity.
Conservation Letters, 2016
Many environmental communication interventions are built on the assumption that increased knowled... more Many environmental communication interventions are built on the assumption that increased knowledge will lead to changes in proenvironment behaviors. Our study probes the link between biodiversity-related knowledge and self-reported proconservation behavior, based on the largest and most international study of zoo visitors ever conducted. In total, 6,357 visitors to 30 zoos from 19 countries around the globe participated in the study. Biodiversity understanding and knowledge of actions to help protect biodiversity were significantly related, but only 0.6% of the variation in knowledge of actions to help protect biodiversity could be explained by those same respondents' biodiversity understanding. Biodiversity understanding was only the sixth most important variable in significantly predicting knowledge of actions to help protect biodiversity. Moreover, biodiversity understanding was the least important variable of those that were significantly related to self-reported proconservation behavior. Our study indicates that knowledge is a real, but relatively minor, factor in predicting whether members of the public – zoo visitors in this case – will know about specific proenvironment behaviors they can take, let alone whether they will actually undertake such behaviors.
JCOM Journal of Science Communication, 2015
Access to high quality evaluation results is essential for science communicators to identify nega... more Access to high quality evaluation results is essential for science communicators to identify negative patterns of audience response and improve outcomes. However, there are many good reasons why robust evaluation linked is not routinely conducted and linked to science communication practice. This essay begins by identifying some of the common challenges that explain this gap between evaluation evidence and practice. Automating evaluation processes through new technologies is then explicated as one solution to these challenges, capable of yielding accurate real-time results that can directly feed into practice. Automating evaluation through smartphone and web apps tied to open source analysis tools can deliver ongoing evaluation insights without the expense of regularly employing external consultants or hiring evaluation experts in-house. While such automation does not address all evaluation needs, it can save resources and equip science communicators with the information they need to continually enhance practice for the benefit of their audiences.
Encyclopedia of Life Sciences (ELS), 2009
Today, public debate over genetic futures takes place within a new societal context. There is a g... more Today, public debate over genetic futures takes place within a new societal context. There is a greater emphasis from policymakers on promoting engagement between sciences and publics, and mass media play a key role in this shifting relationship. Media representations of genetic futures are often subject to both positive and negative hype. This tendency towards ‘genohype’ results from the economic imperative of journalistic and entertainment media production. Moreover, symbolic representations from science fiction continue to influence mainstream news coverage of genetics, present and future. The ways in which media representations of genetic futures influence audiences are only partially known; however, it is clear that there is a complex negotiation between existing attitudes, knowledge and values and the messages communicated about genetic futures by both factual and fictional media.
Visitor Studies, 2011
This brief synthesis presents the main points of agreement between Dawson and Jensen’s article, “... more This brief synthesis presents the main points of agreement between Dawson and Jensen’s article, “‘Towards a ‘Contextual Turn’ in Visitor Studies: Evaluating Visitor Segmentation and Identity-Related Motivations” (this issue) and Falk’s reply, “Contextualizing Falk’s Identity-Related Visitor Motivation Model” (this issue), and it highlights important considerations for future research.
Science Education, 2015
Archer et al. (2015) propose contributing to science education theory by introducing the concept ... more Archer et al. (2015) propose contributing to science education theory by introducing the concept of “science capital” to supplement influential French sociologist Pierre Bourdieu’s theory. We agree with Archer et al. (2015) that there is considerable potential for more broadly applying Bourdieu’s conceptual apparatus—as indeed he himself applies to education (Bourdieu, 1986), politics (Bourdieu, 1996), and academic life (Bourdieu, 1988). We commend the authors for attending to the role of social inequality in science education and using Bourdieu’s theoretical framework as their primary inspiration. This focus is much needed in the field of science education research, which has too often neglected social class as a variable (e.g., Dawson & Jensen, 2011). The present essay briefly reviews Archer et al.’s arguments, highlighting underdeveloped elements of their analysis.
Psychology & Society, Jan 1, 2010
Trench (questo volume) solleva delle domande chiave sul come capire se la comunicazione scientifi... more Trench (questo volume) solleva delle domande chiave sul come capire se la comunicazione scientifica sia efficace nel suo impatto con il pubblico. Una valutazione di alta qualità che sia impiegata giudiziosamente, condotta in modo esperto ed efficientemente condivisa può fornire una buona base ai professionisti per scoprire quali aspetti delle iniziative basate sulla comunicazione scientifica funzionino, perchè, in quale modo, e con quale tipo di pubblico.
Questo saggio riesamina la prassi della valutazione nella comunicazione scientifica tradizionale, concentrandosi in modo particolare sulle istituzioni con la maggiore quantità di risorse.
È vero che ‘istituti e musei della scienza hanno avuto un ruolo di primo piano nell’implementare questionari per i visitatori e simili procedure investigative, allo scopo di raccogliere informazioni e migliorarsi” (Trench, questo volume). Tuttavia, i questionari standardizzati e le procedure di valutazione di tali istituzioni offrono un catalogo di errori banali che denotano scarsa esperienza nella creazione dei questionari, nella campionatura e nell’analisi. A conferma di ciò, mi è capitato di utilizzare esempi tratti da consulenti e istituzioni leader nel settore della valutazione dell’efficacia della comunicazione scientifica per mostrare ai miei studenti quali siano alcuni tra i più comuni errori nella pianificazione di questionari durante le lezioni universitarie di metodologia della ricerca sociale.
每年都有数百万的儿童与他们的父母或老师同学们一起近距离接触野生动物。而对公众进行保护教育也是对各专业动物园协会的成员们的一项基本要求。但是，最近几年，动物园受到越来越多来自动物权益保护组织的批评... more 每年都有数百万的儿童与他们的父母或老师同学们一起近距离接触野生动物。而对公众进行保护教育也是对各专业动物园协会的成员们的一项基本要求。但是，最近几年，动物园受到越来越多来自动物权益保护组织的批评，认为他们没有很好地展示他们对生物保护的公众理解的权威性，以及对相关生物学概念的诠释，例如动物对栖息地的适应性。的确，迄今为止还没有一个完整的研究项目严格地评估过动物园对他们最主要的受众---儿童在有关生物保护的学习方面的影响。这份（我的）研究是对于全世界7-15岁儿童游览动物园的教育价值的最大规模调查（包括样本2839个）。这项研究从对生物保护的学习方面（通过注释图检测的方法）以及从对于野生保护的态度转变方面入手，评估了通过有教学引导和无教学引导这两种方式游览伦敦ZSL动物园所获得的相关学习成果。结果显示，有34%参与无教学引导的孩子和41%接受教学引导游览的孩子学习到了生物保护相关的知识。多数接受无教学引导浏览方式的孩子对于动物和动物栖息地的理解呈现消极变化。总的来说，本研究为儿童游览动物园的潜在教育价值提供了依据。但是，研究同时也认为动物园常规的无教育引导尚不足以激发来访儿童的最优学习效果。该研究遵从一种生物保护学学习的理论模式： 将保护学教育者视做开发概念资源的工匠，从而提升儿童对科学的理解。
Trench（这个问题）提出了一个关键问题---我们如何能够知道科学传播是否向大众成功地传播有价值的东西。谨慎采用，熟练操作，并有效共享的高质量效果研究能够为研究实践者提供一个基础，来发现发现科... more Trench（这个问题）提出了一个关键问题---我们如何能够知道科学传播是否向大众成功地传播有价值的东西。谨慎采用，熟练操作，并有效共享的高质量效果研究能够为研究实践者提供一个基础，来发现发现科学传播活动的哪些方面正在在工作，通过什么样的方法，面向哪个受众群以及原因。这篇论文辩证地回顾了主流科学传播实践的评估现状，并将关注点聚焦在了拥有最优资源的机构。
的确，“科学中心和博物馆已经在设计和实施游客调查和其他评估步骤方面脱颖而出，他们旨在宣传和提高自身的实践能力”（Trench, this issue）。但是，在这些机构中“行业标准”的游客调查和评估步骤提供了一个基本错误的虚拟目录以及调查设计，抽样和分析中的低质量实践。的确，我已经在华威大学社会研究方法的教学中使用了来自领先科学传播评估顾问和机构的案例来演示调查设计和推理论证的低质量实践。
Conservation Biology, 2014
Millones de niños visitan zoológicos todos los años con sus padres o la escuela para tener un enc... more Millones de niños visitan zoológicos todos los años con sus padres o la escuela para tener un encuentro de primera mano con la vida silvestre. La educación pública para la conservación es un requisito básico para ser miembro de las asociaciones de zoológicos profesionales. Sin embargo, en los últimos años la crítica a los zoológicos se ha incrementado por parte de los grupos que abogan por los derechos de los animales por no demostrar con certeza su valor para la comprensión pública de la conservación ni de otros conceptos biológicos relacionados, tales como la adaptación de los animales a los hábitats. De hecho, hasta la fecha ningún estudio a gran escala ha evaluado rigurosamente el aprendizaje de la biología de la conservación considerando a los niños como la audiencia clave en los zoológicos. El presente estudio representa la investigación más grande (n = 2839) reportada a nivel internacional sobre el valor educativo de las visitas al parque zoológico para niños de 7 a 15 años de edad. Este estudio evalúa los resultados relativos de aprendizaje de las visitas autoguiadas y guiadas por educadores en el zoológico ZSL de Londres, tanto en términos de aprendizaje sobre biología de la conservación (medido por dibujos esquemáticos) como en el cambio de actitudes hacia la conservación de la vida silvestre. Los resultados muestran que un 34% de los niños que realizan visitas sin guía y un 41% que visitan guiados por un educador evidencian aprendizajes relacionados con la biología de la conservación. Cambios negativos en la comprensión sobre los animales y sus hábitats fueron más prevalentes en los niños que realizaron visitas no guiadas al zoológico. En general, este estudio ofrece evidencia sobre el potencial valor educativo para los niños de visitar los zoológicos. Sin embargo, también sugiere que la oferta estándar en los zoológicos de visitas educativas autoguiadas es insuficiente para lograr mejores resultados de aprendizaje en los niños.. El estudio apoya un modelo teórico de aprendizaje de la biología de la conservación que define a los educadores de la conservación como generadores de herramientas para desarrollar recursos conceptuales que promuevan el mejoramiento de la comprensión científica en los niños.
Conservation Biology, 2014
Todos os anos milhares de crianças visitam o jardim zoológico com os pais ou com as escolas, no i... more Todos os anos milhares de crianças visitam o jardim zoológico com os pais ou com as escolas, no intuito de estabelecerem um primeiro contacto com os animais selvagens. A educação pública de conservação é um requisito básico para a adesão em qualquer Associação Profissional de Zoológicos. No entanto, nos últimos anos, tem havido crescentes críticas aos Zoológicos por parte de grupos defensores dos direitos dos animais, por aqueles falharem na divulgação pública de conservação e conceitos biológicos relacionados, como por exemplo a adaptação animal ao habitat.
http://onlinelibrary.wiley.com/doi/10.1111/cobi.12263/abstract
Psychology & Society, 2010
Os jardim zoológicos atraem centenas de milhares de visitantes todos os anos por todo o mundo – m... more Os jardim zoológicos atraem centenas de milhares de visitantes todos os anos por todo o mundo – muitas delas crianças. No Reino Unido, centenas de milhares de crianças em idade escolar visitam jardins zoológicos todos os anos. Entende-se, pois, que o jardim zoológico seja uma instituição chave na interacção pública com animais vivos e com a educação ambiental. No entanto, os jardins zoológicos foram recentemente alvo de críticas no plano ético, nomeadamente de que os jardins zoológicos teriam um impacto educacional mínimo ou até negativo. Enquanto que existem alguns estudos que demonstram resultados positivos para visitantes adultos, no caso de visitantes infantis, existe muito pouca investigação já existente para responder a tais críticas. Para responder a estas críticas, conduzimos um estudo usando métodos mistos de questionários, que incluíram uma componente visual central criada com o intuito de acompanhar as mudanças nas representações infantis de animais ao longo de uma visita escolar ao jardim zoológico. Especificamente, o estudo investiga o desenvolvimento de novas ideias sobre animais, habitats e o jardim zoológico dentro de uma amostra de estudantes visitantes do Jardim Zoológico londrino ZSL. Os resultados indicam o potencial de palestras centradas na visita a um jardim zoológico em permitir transformações conceptuais relativas à ciência ambiental. Simultaneamente, a nossa investigação realça o papel vital das representações culturais já existentes de diferentes animais e habitats, que são ao longo da visita, confrontadas com novas ideias.
http://www.psychologyandsociety.org/__assets/__original/2010/08/Wagoner_Jensen.pdf
This podcast is an interview with Dr Eric Jensen (University of Warwick) talking about the concep... more This podcast is an interview with Dr Eric Jensen (University of Warwick) talking about the concept of public engagement and its development.
Dr Eric Jensen is interviewed on the topic of 'public engagement' for this Sociology@Warwick podc... more Dr Eric Jensen is interviewed on the topic of 'public engagement' for this Sociology@Warwick podcast.