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The impact of Science Literacy delivery methods - what works?NIDA-Net
This report summarizes research on the impact of different methods for delivering science literacy. Over 2,000 impact assessment studies from the 1990s onward were reviewed across 7 categories of delivery mechanisms. The research aimed to analyze the strengths and weaknesses of each mechanism and identify gaps. While most studies were small-scale, digital technologies like online learning and social media have increased science communication and raised questions about their long-term impacts, which require more systematic large-scale research. The report recommends standardizing evaluation tools to help consolidate efforts and further improve science literacy delivery.
Leadership Development Program Yields Results in Côte d’IvoireMEASURE Evaluation
The Leadership Development Program in Cote d'Ivoire yielded successful collaboration between multiple ministries. As a result of participating in the program, four ministries worked together to develop and publish a compendium of harmonized and validated HIV/AIDS indicators for monitoring the national HIV response. This accomplished the goal of establishing high quality, timely, and accessible national HIV/AIDS data to inform policy in Cote d'Ivoire.
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The impact of Science Literacy delivery methods - what works?
Single mechanism analysis Working Paper
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The impact of Science Literacy delivery methods - what works?
Single mechanism analysis Working Paper
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The impact of Science Literacy delivery methods - what works?
Single mechanism analysis Working Paper
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The impact of Science Literacy delivery methods - what works?
Single mechanism analysis Working Paper
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Knowledge Transfer is a discipline of the Policy Planning field that investigates about the creation, research and dissemination of knowledge in the social and political context
The impact of Science Literacy delivery methods - what works?NIDA-Net
This report summarizes research on the impact of different methods for delivering science literacy. Over 2,000 impact assessment studies from the 1990s onward were reviewed across 7 categories of delivery mechanisms. The research aimed to analyze the strengths and weaknesses of each mechanism and identify gaps. While most studies were small-scale, digital technologies like online learning and social media have increased science communication and raised questions about their long-term impacts, which require more systematic large-scale research. The report recommends standardizing evaluation tools to help consolidate efforts and further improve science literacy delivery.
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The presentation in the special session is this one.
You can comment on the report at icde@icde.org at the blog. Your comments can either be added directly to the blog post, or emailed to icde@icde.org by Wednesday 11 October 2017. Then the report will be finalised and the partners will decide if an initiative for GOL will be taken, and if so – the next steps.
The report asks, is this feasible:
“Based on existing quality OER repositories, educational needs, teachers and learners demands, a possible initiative intends to spark the uptake of OER and Open education in Higher Education and Upper Secondary Education, and provide the basis for a future networked global cooperation between quality OER repositories. The main outcome of a possible initiative will be a dynamic global network of OER repositories, well connected to key stakeholders and the user community.”
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Friday, January 31st, 2014 at The British Library Conference Centre
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This document summarizes a joint initiative between GDNet and CIPPEC to generate and disseminate knowledge to improve public policy decisions. It describes CIPPEC's work producing research and advocacy strategies and its goal of promoting evidence-based policymaking in Latin America. The Civil Society Directorate program aims to build capacity for CSOs to influence policy and promote South-South cooperation among Latin America, Asia, and Africa on linking research to policy. The partnership takes a collaborative approach, including online and in-person training, materials development, and networking events.
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especially to Sundaa Bridgett-Jones, Associate Director,
International Development, for vital input and support.
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Convergence, Grand Challenges, team Science and Inclusionkhargonekar
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The document discusses the skills needed for researchers to adapt to the future demands of digital research. It outlines several roles that may be important for future researchers, including information manager, data manager, technologist, PR manager, and project manager. It also summarizes findings from a study on the research behaviors of doctoral students and barriers they face. Key needs identified include training researchers in research data management and data skills to help address issues around data sharing, reproducibility, and making the most of digital tools and resources.
This document provides a report on a workshop aimed at understanding the information needs of field-based decision makers during sudden onset disasters. The workshop brought together experienced humanitarian responders who participated in exercises to articulate the types of decisions they face in the first few weeks of an emergency and the key information needed to inform those decisions. The results identified many common decision areas and information priorities across different organizational functions. The report concludes there is a need for further research on humanitarian decision making to help ensure data collection and analysis is guided by decision makers' actual information requirements.
The document provides an introduction to a toolkit for researchers and civil society organizations to improve communication. It discusses why communication is important for development work, providing information to empower people and ensure transparency, as well as fostering social change. It also notes communication helps researchers learn how to better meet audience needs and maximize the impact of their work. The document reviews literature on communicating research, emphasizing the need to strengthen communication skills, collaboration between researchers and policymakers, and user engagement. It identifies some gaps in the literature around treating communication as a systemic issue and the conditions under which research is shared.
This document outlines a model toolkit for conducting impact evaluations. It discusses key concepts in impact evaluation including definitions of impact, theories of change, causal attribution, and mixed methods approaches. The document proposes an ontological framework to guide impact assessment planning, covering aspects like subject area, target groups, research design, sampling, data collection and analysis methods. It describes experimental, quasi-experimental and non-experimental research designs for addressing causal attribution and achieving credible results. The goal is to integrate monitoring, evaluation and research from the beginning to generate a range of evidence and understand both outcomes and impacts of interventions over time.
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The aim of this project was to assess and evaluate the impact of a series of health education classes and clinic interventions in Udaya, a slum community in Cochin, Kerala, South India, to gather information regarding the health literacy of the women in the community and how this could be improved. The starting point was a maternal health survey carried out within the slum colony in April 2017 by the Birth for Change foundation (BfC), who planned to postulate an information encounter approach to address the problem and to increase ‘health literacy’. In addition, they planned to develop some training resources, run health education classes and health clinic encounters as well as design and carry out an evaluation of the impact and recommend what should happen next.
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2. ii
Executive Summary
1. Introduction
1.1 This report presents a synthesis of the proven impact, strengths and weaknesses of festivals
in delivering science literacy.
1.2 This individual analysis is situated within the framework of a broad study of science literacy
aimed to establish what has been proven successful in the field; with the objective to
promote and adapt good practices and fill gaps in knowledge about ‘what works’.
1.3 The full study identified 42 single-mechanism approaches, 2 composite approaches and 1
related approach; ‘Festivals’ are categorized within Group 1 relating to ‘Events, meetings,
performances’.
2. Methodology for resource discovery and analysis
2.1 From October 2017 to May 2018, the research team surveyed existing resources through
retrieval via research databases, subject databases, open access repositories and through
contact with interested organisations, institutions and individuals.
2.2 The resources were divided into impact assessments (IAs) and descriptive resources. For the
purposes of analysis, only those published during the years 2013 -2018 were utilised. Each
resource was read in detail, significant data was extracted and entered into a specifically
developed database. An example of the database mask is included in Appendix A.
2.3 Although the total number of resources located was not designed to be exhaustive or
definitive, the resources captured in this research are limited to those available in the
English language and to translations that had already been made from other languages into
English.
3. Overview of results
3.1 Over 2,100 IA studies and descriptive resources were identified in the full research process,
of which 36 relate specifically to ‘Festivals’ of which 25 were published between 2013-2018.
3.2 The subject coverage spanned from life and biological sciences, through interdisciplinary
approaches to general science. The activity countries included Ireland (2), New Zealand (1),
Turkey (1), United Kingdom (8) and United States of America (2).
3.3 The 12 impact assessment studies all referred to ‘programmatic’ delivery. Their audiences
were reached through educational institutions (20%), research centres (13.3%),
collaborations between interested institutions (40%) and ‘others’, mainly promoting
arts/music over science (26.7%).
3.4 The approaches to conducting assessment within the resources identified were
overwhelmingly mixed-method. The data collection methods included written or online
surveys, interviews, case studies, observations, focus/discussion groups, phone calls.
4. Discussion
4.1 Science festivals were shown to be events that combine science with fun and entertainment,
enabling communication and connection with audiences. However, despite being
increasingly popular, existing studies have not fully addressed outcomes, impacts and
popularity. Moreover, existing research has employed limited methodologies and have
focused on self-reporting of specific, individual events, and not on the complete experience.
8. 7
Scientific subjects 3.2.
The main subjects of the impact assessments are synthesized in Table 4. The systematic
categorisation of science branches was retrieved from Wikipedia3
and customized for the purpose of
the research.
Main subject area Detailed subject References
General
Jensen and Buckley 2014;
Quagliata 2015; Sardo and
Grand 2015; Sardo 2016;
Sardo and Grand 2016;
Fogg-Rogers 2017; Keçeci
2017
Interdisciplinary
Cultural studies Venugopal and
Featherstone 2014
Environmental studies Herbolzheimer and
Featherstone 2014
Neuroscience Fogg-Rogers et al. 2015
Life / Biology Genetics Rose et al. 2017
Physical Physics
Roche, Stanley, and Davis
2016
Table 4. Main scientific subjects of the resources analysed.
Countries involved in the studies 3.3.
The countries where the studies have taken place are listed in Table 5 and can be visualized on the
world map in Figure 1.
Countries No. of studies for each country
United Kingdom (UK) 8
Ireland, United States of America (US) 2
New Zealand, Turkey 1
Table 5. Number of impact assessment studies for each country.
3
“Branches of science”, Wikipedia, Accessed January 26, 2018, https://en.wikipedia.org/wiki/Branches_of_science
10. 9
Main target sector Sub-divided target sector References
Education & Training
(4) 26.7%
Primary education Quagliata 2015; Sardo 2016
Secondary education Quagliata 2015; Keçeci 2017
Population
(11) 73.3%
General
Herbolzheimer and Featherstone 2014;
Jensen and Buckley 2014; Fogg-Rogers et
al. 2015; Sardo and Grand 2015; Sardo
2016; Sardo and Grand 2016; Fogg-Rogers
2017; Rose et al. 2017
Adults
Venugopal and Featherstone 2014; Roche,
Stanley, and Davis 2016; Sardo 2016
Table 6. Target sectors and relative percentage over the total number of instances.
Delivery institution References
Educational institution
(3) 20.0%
Institute of Technology Quagliata 2015
University Jensen and Buckley 2014; Sardo 2016
Research centre
(2) 13.3%
Sardo and Grand 2016; Fogg-Rogers et al.
2015
Various
(7) 40.0%
Herbolzheimer and Featherstone 2014;
Jensen and Buckley 2014; Roche, Stanley,
and Davis 2016; Sardo 2016; Fogg-Rogers
2017; Keçeci 2017; Rose et al. 2017
Others
(3) 26.7%
Venugopal and Featherstone 2014; Sardo
and Grand 2015; Sardo 2016
Table 7. Delivery institutions and relative percentage over the total number of instances.
The category ‘Various’ comprises collaborations between different institutions (e.g. universities,
science museums and centres, local government such city council, government-funded agencies,
independent charities, research councils, consortium, research institutes), whereas ‘Others’ includes
organisations more oriented towards the promotion of art and music over science.
Approach to data collection 3.7.
Of the 12 impact assessment studies, 1 was primarily quantitative, 7 used a mixed-method approach
and 4 were primarily qualitative.
For these studies, data collection approaches involved written or online surveys (8 studies),
interviews (7), case studies (5), observations (5), focus/discussion groups (3), phone call (3),
experiment (1) and pool (1).
Among the data collection tools or scales employed there were questionnaires (3 studies), Likert
scales (3), written or graphic responses (1).