232
Views
0
CrossRef citations to date
0
Altmetric
Articles

University attendance as science communication

ORCID Icon & ORCID Icon
Pages 155-173 | Received 13 Apr 2020, Accepted 10 Apr 2021, Published online: 10 May 2021

References

  • Areepattamannil, S., Cairns, D., & Dickson, M. (2020). Teacher-directed versus inquiry-based science instruction: Investigating links to adolescent students’ science dispositions across 66 countries. Journal of Science Teacher Education, 31(6), 675–704. https://doi.org/10.1080/1046560X.2020.1753309
  • Barmby, P., Kind, P. M., & Jones, K. (2008). Examining changing attitudes in secondary school science. International Journal of Science Education, 30(8), 1075–1093. https://doi.org/10.1080/09500690701344966
  • Basl, J. (2011). Effect of school on interest in natural sciences: A comparison of the Czech Republic, Germany, Finland, and Norway based on PISA 2006. International Journal of Science Education, 33(1), 145–157. https://doi.org/10.1080/09500693.2010.518641
  • Bauer, M. (2005). Distinguishing red and green biotechnology: Cultivation effects of the elite press. International Journal of Public Opinion Research, 17(1), 63–89. https://doi.org/10.1093/ijpor/edh057
  • Bell, R. L., Blair, L. M., Crawford, B. A., & Lederman, N. G. (2003). Just do it? Impact of a science apprenticeship program on high school students’ understandings of the nature of science and scientific inquiry. Journal of Research in Science Teaching, 40(5), 487–509. https://doi.org/10.1002/tea.10086
  • Bennett, J., & Hogarth, S. (2009). Would you want to talk to a scientist at a party? High school students’ attitudes to school science and to science. International Journal of Science Education, 31(14), 1975–1998. https://doi.org/10.1080/09500690802425581
  • Besley, J. C., Dudo, A., & Storksdieck, M. (2015). Scientists’ views about communication training. Journal of Research in Science Teaching, 52(2), 199–220. https://doi.org/10.1002/tea.21186
  • Besley, J. C., & McComas, K. A. (2014). “Fairness, public engagement and risk communication.” In J. Arvai, & L. Rivers III (Eds.), Effective risk communication (pp. 108–123). Routledge.
  • Besley, J. C., & McComas, K. A. (2015). Something old and something new: Comparing views about nanotechnology and nuclear energy. Journal of Risk Research, 18(2), 215–231. https://doi.org/10.1080/13669877.2014.896397
  • Besley, J. C., O’Hara, K., & Dudo, A. (2019). Strategic science communication as planned behavior: Understanding scientists’ willingness to choose specific tactics. PLoS One, 14(10), e0224039. https://doi.org/10.1371/journal.pone.0224039
  • Besley, J. C., & Shanahan, J. (2005). Media attention and exposure in relation to support for agricultural biotechnology. Science Communication, 26(4), 347–367. https://doi.org/10.1177/1075547005275443
  • Bond, B. J. (2016). Fairy godmothers>robots: The influence of televised gender stereotypes and counter-stereotypes on girls’ perceptions of STEM. Bulletin of Science, Technology & Society, 36(2), 91–97. https://doi.org/10.1177/0270467616655951
  • Boucher, K. L., Fuesting, M. A., Diekman, A. B., & Murphy, M. C. (2017). Can I work with and help others in this field? How communal goals influence interest and participation in STEM fields. Frontiers in Psychology, 8, 901–913. https://doi.org/10.3389/fpsyg.2017.00901
  • Bray, B., France, B., & Gilbert, J. K. (2012). Identifying the essential elements of effective science communication: What do the experts say? International Journal of Science Education, Part B: Communication and Public Engagement, 2(1), 23–41. https://doi.org/10.1080/21548455.2011.611627
  • Brossard, D., & Nisbet, M. C. (2007). Deference to scientific authority among a low information public: Understanding US opinion on agricultural biotechnology. International Journal of Public Opinion Research, 19(1), 24–52. https://doi.org/10.1093/ijpor/edl003
  • Buxner, S. R., Impey, C. D., Romine, J., & Nieberding, M. (2018). Linking introductory astronomy students’ basic science knowledge, beliefs, attitudes, sources of information, and information literacy. Physical Review Physics Education Research, 14(1), 010142. https://doi.org/10.1103/PhysRevPhysEducRes.14.010142
  • Cakmakci, G., Tosun, O., Turgut, S., Orenler, S., Sengul, K., & Top, G. (2011). Promoting an inclusive image of scientists among students: Towards research evidence-based practice. International Journal of Science and Mathematics Education, 9(3), 627–655. https://doi.org/10.1007/s10763-010-9217-4
  • Capobianco, B. M., Radloff, J., & Lehman, J. D. (2021). Elementary science teachers’ sense-making with learning to implement engineering design and its impact on students’ science achievement. Journal of Science Teacher Education, 32(1), 39-61. https://doi.org/10.1080/1046560X.2020.1789267
  • Carli, L. L., Alawa, L., Lee, Y., Zhao, B., & Kim, E. (2016). Stereotypes about gender and science: Women≠ scientists. Psychology of Women Quarterly, 40(2), 244–260. https://doi.org/10.1177/0361684315622645
  • Cheryan, S., Plaut, V. C., Handron, C., & Hudson, L. (2013). The stereotypical computer scientist: Gendered media representations as a barrier to inclusion for women. Sex Roles, 69(1-2), 58–71. https://doi.org/10.1007/s11199-013-0296-x
  • Chory-Assad, R. M., & Tamborini, R. (2003). Television exposure and the public’s perceptions of physicians. Journal of Broadcasting & Electronic Media, 47(2), 197–215. https://doi.org/10.1207/s15506878jobem4702_3
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Erlbaum.
  • Cohen, R., & Kelly, A. M. (2020). Mathematics as a factor in community college STEM performance, persistence, and degree attainment. Journal of Research in Science Teaching, 57(2), 279–307. https://doi.org/10.1002/tea.21594
  • Colquitt, J. A., & Rodell, J. B. (2011). Justice, trust, and trustworthiness: A longitudinal analysis integrating three theoretical perspectives. Academy of Management Journal, 54(6), 1183–1206. https://doi.org/10.5465/amj.2007.0572
  • Cook, M., & Mulvihill, T. M. (2008). Examining US college students attitudes towards science: Learning from non-science majors. Educational Research and Reviews, 3(1), 38–47.
  • Cotner, S., Thompson, S., & Wright, R. (2017). Do biology majors really differ from non–STEM majors? CBE-Life Sciences Education, 16(3), 1–8. https://doi.org/10.1187/cbe.16-11-0329
  • Dailey, D., & Robinson, A. (2017). Improving and sustaining elementary teachers’ science teaching perceptions and process skills: A postintervention study. Journal of Science Teacher Education, 28(2), 169–185. https://doi.org/10.1080/1046560X.2016.1277601
  • DeWitt, J., Archer, L., & Osborne, J. (2013). Nerdy, brainy and normal: Children’s and parents’ constructions of those who are highly engaged with science. Research in Science Education, 43(4), 1455–1476. https://doi.org/10.1007/s11165-012-9315-0
  • Dixon, G. N., & Clarke, C. E. (2013). Heightening uncertainty around certain science: Media coverage, false balance, and the autism-vaccine controversy. Science Communication, 35(3), 358–338. https://doi.org/10.1177/1075547012458290
  • Dodson, K. (2014). The effect of college on social and political attitudes and civic participation. In N. Gross, & S. Simmons (Eds.), Professors and their politics (pp. 135–159). Johns Hopkins University Press.
  • Dodson, C. H., & Lewallen, L. P. (2011). Nursing students’ perceived knowledge and attitude towards genetics. Nurse Education Today, 31(4), 333–339. https://doi.org/10.1016/j.nedt.2010.07.001
  • El Takach, S., & Yacoubian, H. A. (2020). Science teachers’ and their students’ perceptions of science and scientists. International Journal of Education in Mathematics, Science and Technology, 8(1), 65–75. https://doi.org/10.46328/ijemst.v8i1.806
  • European Commission. (2010). Special Eurobaromter 340: Science and technology. http://ec.europa.eu/public_opinion/archives/ebs/ebs_340_en.pdf
  • Feldman, L., Maibach, E. W., Roser-Renouf, C., & Leiserowitz, A. (2012). Climate on cable: The nature and impact of global warming coverage on Fox news, CNN, and MSNBC. International Journal of Press/Politics, 17(1), 3–3. https://doi.org/10.1177/1940161211425410
  • Fiske, S. T., Cuddy, A. J., & Glick, P. (2007). Universal dimensions of social cognition: Warmth and competence. Trends in Cognitive Sciences, 11(2), 77–83. https://doi.org/10.1016/j.tics.2006.11.005
  • Fiske, S. T., & Dupree, C. (2014). Gaining trust as well as respect in communicating to motivated audiences about science topics. Proceedings of the National Academy of Sciences, 111(Suppl. 4), 13593–13597. https://doi.org/10.1073/pnas.1317505111
  • Fralick, B., Kearn, J., Thompson, S., & Lyons, J. (2009). How middle schoolers draw engineers and scientists. Journal of Science Education and Technology, 18(1), 60–73. https://doi.org/10.1007/s10956-008-9133-3
  • France, B., & Bay, J. L. (2010). Questions students ask: Bridging the gap between scientists and students in a research institute classroom. International Journal of Science Education, 32(2), 173–194. https://doi.org/10.1080/09500690903205189
  • Funk, C., & Parker, K. (2018). Social and demographic trends. Diversity in the STEM workforce varies widely across jobs. Pew Research Center. http://www.pewsocialtrends.org/2018/01/09/diversity-in-the-stem-workforce-varies-widely-across-jobs/
  • Gardner, G. E., Bonner, J., Landin, J., Ferzli, M., & Shea, D. (2016). Nonmajors’ shifts in attitudes & perceptions of biology & biologists following an active-learning course: An exploratory study. The American Biology Teacher, 78(1), 43–48. https://doi.org/10.1525/abt.2016.78.1.43
  • Gerbner, G., Gross, L., Morgan, M., & Signorielli, N. (1986). Living with television: The dynamics of the cultivation process. In J. Bryant, & D. Zillman (Eds.), Perspectives on media effect (pp. 17–40). Lawrence Erlbaum.
  • Gross, N., & Fosse, E. (2012). Why are professors liberal?. Theory and Society, 41, 127–168. https://doi.org/10.1007/s11186-012-9163-y
  • Gokhale, A. A., Rabe-Hemp, C., Woeste, L., & Machina, K. (2015). Gender differences in attitudes toward science and technology among majors. Journal of Science Education and Technology, 24(4), 509–516. https://doi.org/10.1007/s10956-014-9541-5
  • Hawkins, R., & Pingree, S. (1990). Divergent psychological processes in constructing social reality from mass media content. In N. Signorielli, & M. Morgan (Eds.), Cultivation analysis: New directions in media effects research (pp. 35–50). Sage.
  • Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. The Guilford Press.
  • Ho, S. S., Brossard, D., & Scheufele, D. A. (2008). Effects of value predispositions, mass media use, and knowledge on public attitudes toward embryonic stem cell research. International Journal of Public Opinion Research, 20(2), 171–192. https://doi.org/10.1093/ijpor/edn017
  • Hulleman, C. S., Godes, O., Hendricks, B. L., & Harackiewicz, J. M. (2010). Enhancing interest and performance with a utility value intervention. Journal of Educational Psychology, 102(4), 880–895. https://doi.org/10.1037/a0019506
  • Impey, C. D., Formanek, M., Buxner, S. R., & Wenger, M. C. (2017). Twenty-seven years of tracking undergraduate science knowledge and beliefs. Electronic Journal of Science Education, 21(4), 41–64.
  • Jones, G., Gardner, G. E., Lee, T., Poland, K., & Robert, S. (2013). The impact of microbiology instruction on students’ perceptions of risks related to microbial illness. International Journal of Science Education, Part B, 3(3), 199–213. https://doi.org/10.1080/21548455.2012.684434
  • Kahan, D. M. (2017). Ordinary science intelligence: A science-comprehension measure for study of risk and science communication, with notes on evolution and climate change. Journal of Risk Research, 20(8), 995–1016. https://doi.org/10.1080/13669877.2016.1148067
  • Kortenkamp, K. V., & Basten, B. (2015). Environmental science in the media: Effects of opposing viewpoints on risk and uncertainty perceptions. Science Communication, 37(3), 287–313. https://doi.org/10.1177/1075547015574016
  • Lee, S. W., & Mamerow, G. (2019). Understanding the role cumulative exposure to highly qualified science teachers plays in students’ educational pathways. Journal of Research in Science Teaching, 56(10), 1362–1383. https://doi.org/10.1002/tea.21558
  • Lee, C. J., & Scheufele, D. A. (2006). The influence of knowledge and deference toward scientific authority: A media effects model for public attitudes toward nanotechnology. Journalism & Mass Communication Quarterly, 83(4), 819–834. https://doi.org/10.1177/107769900608300406
  • Lottes, I. L., & Kuriloff, P. J. (1994). The impact of college experience on political and social attitudes. Sex Roles, 31(1-2), 31–54. https://doi.org/10.1007/BF01560276
  • Maltese, A. V., & Tai, R. H. (2011). Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among U.S. students. Science Education, 95(5), 877–907. https://doi.org/10.1002/sce.20441
  • McCright, A. M., & Dunlap, R. E. (2011). The politicization of climate change and polarization in the American public's views of global warming, 2001–2010. The Sociological Quarterly, 52(2),155–194. https://doi.org/10.1111/j.1533-8525.2011.01198.x
  • McComas, K. A., & Besley, J. C. (2011). Fairness and nanotechnology concern. Risk Analysis, 31(11), 1749–1176. https://doi.org/10.1111/j.1539-6924.2011.01676.x
  • McComas, K. A., Besley, J. C., & Steinhardt, J. (2014). Factors influencing U.S. consumer support for genetic modification to prevent crop disease. Appetite, 78(1), 8–14. https://doi.org/10.1016/j.appet.2014.02.006
  • Menon, D., & Sadler, T. D. (2016). Preservice elementary teachers’ science self-efficacy beliefs and science content knowledge. Journal of Science Teacher Education, 27(6), 649–673. https://doi.org/10.1007/s10972-016-9479-y
  • Miller, J. D. (2004). Public understanding of, and attitudes toward, scientific research: What we know and what we need to know. Public Understanding of Science, 13(3), 273–294. https://doi.org/10.1177/0963662504044908
  • Morgan, M., Shanahan, J., & Signorielli, N. (2009). Growing up with television: Cultivation processes. In J. Bryant, & M. Oliver (Eds.), Media effects: Advances in theory and research (pp. 34–49). Lawrence Erlbaum Associates.
  • Naizer, G., Hawthorne, M. J., & Henley, T. B. (2014). Narrowing the gender gap: Enduring changes in middle school students’ attitudes toward Math, science and technology. Journal of STEM Education: Innovations & Research, 15(3), 29–34.
  • Nassar-McMillan, S. C., Wyer, M., Oliver-Hoyo, M., & Schneider, J. (2011). New tools for examining undergraduate students’ STEM stereotypes: Implications for women and other underrepresented groups. New Directions for Institutional Research, 2011(152), 87–98. https://doi.org/10.1002/ir.411
  • National Science Board. (2016). Chapter 7, Science and technology: Public attitudes and public understanding. Science and Engineering Indicators. http://www.nsf.gov/statistics/2016/nsb20161/
  • National Science Board. (2018). Chapter 1, Elementary and secondary mathematics and sciemce education. https://www.nsf.gov/statistics/2018/nsb20181/report/sections/elementary-and-secondary-mathematics-and-science-education/transition-to-higher-education#high-school-completers-planning-to-pursue-a-stem-major-in-college
  • Nisbet, M. C., & Goidel, R. K. (2007). Understanding citizen perceptions of science controversy: Bridging the ethnographic – Survey research divide. Public Understanding of Science, 16(4), 421–440. https://doi.org/10.1177/0963662506065558
  • Painter, J., Jones, M. G., Tretter, T. R., & Kubasko, D. (2006). Pulling back the curtain: Uncovering and changing students’ perceptions of scientists. School Science and Mathematics, 106(4), 181–190. https://doi.org/10.1111/j.1949-8594.2006.tb18074.x
  • Potter, W. J. (1993). Cultivation theory and research: A conceptual critique. Human Communication Research, 19(4), 564–601.
  • Riegle-Crumb, C. (2006). The path through math: Course sequences and academic performance at the intersection of race-ethnicity and gender. American Journal of Education, 113(1), 101–112. https://doi.org/10.1086/506495
  • Rutjens, B. T., & Heine, S. J. (2016). The immoral landscape? Scientists are associated with violations of morality. PLoS One, 11(4), e015279. https://doi.org/10.1371/journal.pone.0152798
  • Schinske, J. N., Perkins, H., Snyder, A., & Wyer, M. (2016). Scientist spotlight homework assignments shift students’ stereotypes of scientists and enhance science identity in a diverse introductory science class. CBE – Life Sciences Education, 15(3), ar47. https://doi.org/10.1187/cbe.16-01-0002
  • Schneider, K. R., Bickel, A., & Morrison, S. (2015). Planning and implementing a comprehensive student-centered research program for first-year STEM undergraduates. Journal of College Science Teaching, 44(3), 37–43. https://doi.org/10.2505/4/jcst15_044_03_37
  • Scogin, S. C. (2016). Identifying the factors leading to success: How an innovative science curriculum cultivates student motivation. Journal of Science Education and Technology, 25(3), 375–393. https://doi.org/10.1007/s10956-015-9600-6
  • Shanahan, J., & Morgan, M. (1999). Television and its viewers: Cultivation theory and research. Cambridge University Press.
  • Shanahan, J., Morgan, M., & Stenbjerre, M. (1997). Green or brown? Television and the cultivation of environmental concern. Journal of Broadcasting & Electronic Media, 41(3), 305–323. https://doi.org/10.1080/08838159709364410
  • Shin, S. Y., Parker, L. C., Adedokun, O., Mennonno, A., Wackerly, A., & San Miguel, S. (2015). Changes in elementary student perceptions of science, scientists, and science careers after participating in a curricular module on health and veterinary science. School Science and Mathematics, 115(6), 271–280. https://doi.org/10.1111/ssm.12129
  • Unklesbay, N. A. N., Sneed, J., & Toma, R. (1998). College students' attitudes, practices, and knowledge of food safety. Journal of Food Protection, 61(9), 1175–1180. https://doi.org/10.4315/0362-028X-61.9.1175
  • Tyson, W., Lee, R., Borman, K. M., & Hanson, M. A. (2007). Science, technology, engineering, and mathematics (STEM) pathways: High school science and math coursework and postsecondary degree attainment. Journal of Education for Students Placed at Risk, 12(3), 243–270. https://doi.org/10.1080/10824660701601266
  • Weingart, P., Muhl, C., & Pansegrau, P. (2003). Of power maniacs and unethical geniuses: Science and scientists in fiction film. Public Understanding of Science, 12(3), 279–287. https://doi.org/10.1177/0963662503123006
  • Woods-Townsend, K., Christodoulou, A., Byrne, J., Grace, M., Griffiths, J., & Rietdijk, W. (2015). Meet the scientist: The value of short interactions between scientists and students. International Journal of Science Education, Part B, 6(1), 89–113. https://doi.org/10.1080/21548455.2015.1016134
  • Worsham, H. M., Friedrichsen, P., Soucie, M., Barnett, E., & Akiba, M. (2014). Recruiting science majors into secondary science teaching: Paid internships in informal science settings. Journal of Science Teacher Education, 25(1), 53–77. https://doi.org/10.1007/s10972-013-9360-1
  • Zahran, S., Brody, S. D., Grover, H., & Vedlitz, A. (2006). Climate change vulnerability and policy support. Society and Natural Resources, 19(9), 771–789. https://doi.org/10.1080/08941920600835528
  • Zahry, N. R., & Besley, J. C. (2017). Students’ perceptions of agriculture and natural resources majors: Understanding STEM choice. Natural Sciences Education, 46(1), 1–7. https://doi.org/10.4195/nse2016.07.0019
  • Zahry, N. R., & Besley, J. C. (2019). Warmth portrayals to recruit students into science majors. Visual Communication, 0(0),1–31. https://doi.org/10.1177/1470357219871696.
  • Zahry, N. R., & Besley, J. C. (2020). Can scientists communicate interpersonal warmth? Testing warmth messages in the context of science communication. Journal of Applied Communication, 1–19. https://doi.org/10.1080/00909882.2021.1880017

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.