Education, communication, and science in the public sphere

Date: 
Saturday, January 24, 2015
Resource Type:
Peer-reviewed article | Research Products
Environment Type: 
Media and Technology, Broadcast Media, Websites, Mobile Apps, and Online Media, Public Programs, Informal/Formal Connections
Audience: 
General Public | Educators/Teachers | Museum/ISE Professionals | Scientists
Discipline: 
Education and learning science | General STEM
Organization:
University of Wisconsin-Madison
Description: 

In the 1920s, John Dewey and Walter Lippmann both wrote important books examining whether the public was capable of playing a constructive role in policy, particularly when specialized knowledge was involved. This essay uses the Lippmann–Dewey debate to identify new challenges for science education and to explore the relationship between science education and science communication. It argues that science education can help foster democracy in ways that embody Habermas' ideal of the public sphere, but only if we as a field pay more attention to (1) the non-scientific frames and narratives that people use to interpret news about science, (2) the “second shaping” of scientific facts by the media, and (3) emerging platforms for public engagement.

Citation
DOI:
10.1002/tea.21192
ISSN:
1098-2736
Publication Name: 
Journal of Research in Science Teaching
Volume: 
52
Number: 
2
Page Number: 
145-163
Document:

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