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Books on the topic 'Promoting public understanding of science'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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1

Contemporary science teaching approaches: Promoting conceptual understanding in science. Charlotte, NC: Information Age Pub., 2011.

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2

Stucker, John J. A communications audit: Promoting public understanding of corrections. [Washington, DC]: National Institute of Corrections, 1993.

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3

Loxley, Peter. Teaching primary science: Promoting enjoyment and developing understanding. Harlow, England: Longman, 2010.

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4

Teaching primary science: Promoting enjoyment and developing understanding. Harlow, England: Longman, 2010.

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5

Bodmer, Walter. The public understanding of science. London: J.W. Ruddock and Sons, 1986.

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6

The public understanding of science. London: The Society, 1985.

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7

Bodmer, W. F. The public understanding of science. London: Birkbeck, 1986.

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8

Eliassen, Kjell A. Understanding public management. Los Angeles, CA: SAGE Publications, 2008.

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9

Peter, Csermely, and Lederman Leon M, eds. Science education: Talent recruitment and public understanding. Burke, VA: IOS Press, 2003.

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10

Cairney, Paul. Understanding public policy: Theories and issues. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2011.

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11

Walton, Richard$cd 1733. Issues in: Science teaching and the public understanding of science. Sheffield: Sheffield Hallam University, 2002.

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12

Hendry, Joy. Understanding Japanese society. 3rd ed. London: RoutledgeCurzon, 2003.

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13

COPUS. So did it work?: Evaluating public understanding of science events. London: COPUS, 1999.

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14

Theophanous, Andrew C. Understanding social justice: An Australian perspective. 2nd ed. Carlton South, Vic: Elikia Books, 1994.

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15

Dave, Muddiman, ed. Understanding community librarianship: The public library in post-modern Britain. Aldershot, Hants., England: Avebury, 1997.

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16

Poltorak, Mike. MMR "choices" in Brighton: Understanding public engagement with vaccination science and delivery. Brighton: Institute of Development Studies, 2004.

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17

Graham, Farmelo, and Lewenstein Bruce V, eds. Creating connections: Museums and the public understanding of current research. Walnut Creek, CA: AltaMira Press, 2004.

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18

Chris, Kofinis, ed. The art of the game: Understanding American public policy making. Belmont, CA: Wadsworth/Thomson Learning, 2004.

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19

Understanding the European Union: A concise introduction. 5th ed. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2011.

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20

Clemons, Randall S. Public policy praxis: A case approach for understanding policy and analysis. 2nd ed. New York: Pearson / Longman, 2009.

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21

Clemons, Randall S. Public policy praxis: A case approach for understanding policy and analysis. 2nd ed. New York: Pearson Longman, 2009.

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22

Science, crafts and knowledge: Understanding of science among artisans in India and South Africa : a cross-cultural endeavour. Pretoria, South Africa: Protea Book House, 2002.

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23

service), SpringerLink (Online, ed. Designing Interfaces in Public Settings: Understanding the Role of the Spectator in Human-Computer Interaction. London: Springer-Verlag London Limited, 2011.

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24

Alsop, Steven John. Modelling informal learning in the public understanding of science: The case of radon gas. [Guildford]: University of Surrey, 1998.

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25

Understanding media policies: A European perspective. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2012.

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26

Promoting public understanding of science and technology. Paris: OECD, 1997.

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27

Southwell, Brian G. Promoting Popular Understanding of Science and Health Through Social Networks. Edited by Kathleen Hall Jamieson, Dan M. Kahan, and Dietram A. Scheufele. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190497620.013.25.

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To explore how interpersonal interactions affect popular understanding of science, this chapter discusses the ways in which social interaction affects understanding of science among individuals outside of scientific institutions, the emergence of scientists as important social network hubs and nodes, dimensions of social networks that affect discussion of science, and message and context factors that appear to facilitate or temper the diffusion of information related to science, including rumor. Interpersonal communication concepts and evidence offer much to science communication scholars and practitioners concerned with public understanding but important work remains to be done. The review concludes with several research questions that warrant future attention and hold implications for policymakers.

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28

Anderson, Amanda. A Human Science. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198755821.003.0005.

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The final chapter considers the question of psychology’s challenge to morality in light of larger debates over the value of the humanities. While many of the influential calls for new methods within the literary field therapeutically privilege psychological over moral desiderata in their promotion of new moods of literary appreciation and pleasure, public-facing defenses of the humanities typically stress their moral value, their ability to promote civic virtue and individual moral growth. Surveying the broad conditions affecting the self-understanding of the humanities in literary studies today, this chapter underscores the ability of humanistic thought to capture both the quality and duration of experience (what I identify as moral time) and to take reflective distance on questions of value. As the modern university orients itself toward the grand challenges facing society today, with leading roles assigned to the natural and social sciences, these specific strengths of the humanities become critically important.

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29

Knight, David. Public Understanding of Science. Routledge, 2006. http://dx.doi.org/10.4324/9780203966426.

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30

Peter, Loxley, ed. Teaching primary science: Promoting enjoyment and developing understanding. Harlow, England: Longman, 2010.

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31

Dawes, Lyn, Peter Loxley, Babs Dore, and Linda Nicholls. Teaching Primary Science: Promoting Enjoyment and Developing Understanding. Taylor & Francis Group, 2017.

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32

Teaching Primary Science: Promoting Enjoyment and Developing Understanding. Taylor & Francis Group, 2013.

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33

Dawes, Lyn, Peter Loxley, Babs Dore, and Linda Nicholls. Teaching Primary Science: Promoting Enjoyment and Developing Understanding. Taylor & Francis Group, 2017.

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34

AS Science for Public Understanding. Heinemann Educational Publishers, 2000.

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35

Bodmer, W. F. The public understanding of science. Royal Society, 1986.

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36

Epilepsy Across the Spectrum: Promoting Health and Understanding. National Academies Press, 2012.

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37

Promoting public understanding of financial services: A strategy for consumer education. London: Financial Services Authority, 1998.

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38

Understanding Public Management. Sage Publications Ltd, 2008.

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39

Understanding Public Management. Sage Publications Ltd, 2008.

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40

Hart, Paul 't, and Lars Tummers. Understanding Public Leadership. Springer, 2019.

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41

Understanding Public Leadership. Red Globe Press, 2019.

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42

Understanding public leadership. Palgrave Macmillan, 2014.

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43

Discussions in Science: Promoting Conceptual Understanding in the Middle School Years. ACER Press, 2011.

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44

Museums and the Public Understanding of Science. Science Museum, 1992.

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45

Authority, Financial Services, ed. Consumer education: A strategy for promoting public understanding of the financial system. London: Financial Services Authority., 1999.

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46

Sylvia, D'Apollonia, ed. Cooperative networking: A method of promoting understanding in the sciences. Saint-Laurent, Québec: Vanier College, 1993.

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47

de Melo-Martín, Inmaculada, and Kristen Intemann. The Relevance of Trust. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190869229.003.0007.

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This chapter offers a brief overview of the importance of epistemic trust and the relevance that scientific institutions and practices have in promoting or undermining warranted public trust. Epistemic trust is crucial for the production of scientific knowledge, the ability of the public to make sense of scientific phenomena, and the development of public policy. Normatively inappropriate dissent is more likely to take hold and erroneously affect people’s beliefs and actions in a context where the trustworthiness of scientists is called into question and where there is an excessive reliance on scientific information when it comes to assessing policy decisions. Thus, finding ways to facilitate and sustain warranted epistemic trust, as well as increasing understanding of the proper role of science in public policy decisions can help mitigate the negative impact of dissenting views.

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48

Raza, Gauhar. Public Understanding of Science Plague, Media and People. National Institute of Science, Technology and Development Studies, 1996.

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49

Between Understanding and Trust: The Public, Science and Technology. Taylor & Francis Group, 2012.

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50

Dierkes, Meinolf. Between Understanding and Trust: The Public, Science and Technology. Routledge, 2000.

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