Boundary spanners and thinking partners: adapting and expanding the research-practice partnership literature for public engagement with science (PES)

Date: 
Monday, November 8, 2021
Resource Type:
Peer-reviewed article | Research Products
Environment Type: 
Public Programs, Community Outreach Programs, Public Events and Festivals, Park, Outdoor, and Garden Programs
Audience: 
Museum/ISE Professionals | Scientists | Learning Researchers
Discipline: 
Education and learning science | General STEM | Social science and psychology
Organization:
Peterman Consulting, Hubbard Brook Research Foundation, Maine Mathematics and Science Alliance, Harvard, University of Utah, Guerilla Science, Harvard Forest
Description: 

This paper is the culmination of several meaning-making activities between an external researcher, PES practitioners, and social scientist researchers who considered the unique contributions that can be made through RPPs on PES (that is, research-practice partnerships on public engagement with science). Based on the experiences from three RPP projects, the group noted that the PES context may be particularly suited to RPPs, and identified the importance of working as thinking-partners who support reciprocal decision-making. Recommendations are made in support of using these approaches to advance practical knowledge-building and reduce shared frustrations about the disconnect between research and practice in PES.

Funder(s): 
NSF
Funding Program: 
Advancing Informal STEM Learning (AISL)
Award Number: 
1647150
Funder(s): 
NSF
Funding Program: 
Advancing Informal STEM Learning (AISL)
Award Number: 
1713204
Funder(s): 
NSF
Funding Program: 
Advancing Informal STEM Learning (AISL)
Award Number: 
1713307
Funder(s): 
NSF
Funding Program: 
Advancing Informal STEM Learning (AISL)
Award Number: 
1713197
Funder(s): 
NSF
Funding Program: 
Advancing Informal STEM Learning (AISL)
Award Number: 
1713222
Funder(s): 
NSF
Funding Program: 
Advancing Informal STEM Learning (AISL)
Award Number: 
1713219
Funder(s): 
NSF
Funding Program: 
Advancing Informal STEM Learning (AISL)
Award Number: 
1514494
Funder(s): 
NSF
Funding Program: 
Advancing Informal STEM Learning (AISL)
Award Number: 
1906408
Citation
ISSN:
1824-2049
DOI:
10.22323/2.20070801
Publication Name: 
Journal of Science Communication
Volume: 
20
Number: 
7
Document:

Team Members

John BesleyAuthor
Sue AllenAuthor
Kathy LambertKathy LambertAuthor
Mark RosinMark RosinAuthor
Marissa WeissMarissa WeissAuthor
Jen WongJen WongCo-Principal Investigator

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