Socializing Science: The Nature and Role of Context for Developing Young Adults' Science Literacy

• In Event: Designing Effective Learning Environments for Science and Medicine

Abstract

This study addresses two questions: 1) what constitutes context for young adults when they engage in science news reporting and publication within a school-based learning environment? and 2) how context-related experiences of these young adults differ from the context of experienced infographic designers? We used a) interview data with 20 students who participated in a science literacy project and b) analysis of published statements made by experienced infographic designers. Results of inductive analyses showed that young adults can successfully frame their daily lives as context to their learning, and their conceptions of context were fairly different from that of experienced designers. The study has implication in designing learning environments that capitalize effectively on the contexts in which they are embedded.

Authors

• Engida Hailye Gebre, Simon Fraser University

• Joseph L. Polman, University of Colorado - Boulder