SCOM 5056 Design Theory in Science Communication week 2: the science content Dave Goforth FA377 (Fraser) ext 2316 laurentian.ca laurentian.ca

SCOM 5056 week 2, D. Goforth Armadillo Results

SCOM 5056 week 2, D. Goforth My armadillo best

SCOM 5056 week 2, D. Goforth Armadillo Run - user Fun or work? Why? Ease of use? Casual games Learning and improved performance?

SCOM 5056 week 2, D. Goforth Armadillo Run - designer Is this a design experience? Where does it ‘break’? (it’s not CAD)

SCOM 5056 week 2, D. Goforth Science Communication Design Process 1.Goals, objectives, constraints 2.Audience, context 3.Knowledge 4.Experience 5.Artifact e.g., Museum of Science, Boston:

SCOM 5056 week 2, D. Goforth Purpose: Gregory and Miller Appreciate science Understand science Understand how science works What is science communication for each?

SCOM 5056 week 2, D. Goforth Science Communication Design Process 1.Goals, objectives, constraints 2.Audience, context 3.Knowledge 4.Experience 5.Artifact

SCOM 5056 week 2, D. Goforth Models of scientific knowledge Toulmin – formal argument Kuhn Giere Reigeluth

SCOM 5056 week 2, D. Goforth Formal Science “Understanding of nature (…) open to public criticism” – Toulmin Aim of argumentation is consensus –Issues are “at the edge” Phenomena need explaining, anomalies –Apply, extend, constrain, revise, replace existing ideas BasicStandard (Applied)Research(Issues)

SCOM 5056 week 2, D. Goforth kinds of issues in science 1.what (kinds of) things are there? 2.how are they composed? -> how do they function? 1.how do they come to be so composed? 2.what are their functions?

SCOM 5056 week 2, D. Goforth system theory

SCOM 5056 week 2, D. Goforth science explanations Toulmin’s categories what (kinds of) things are there? 1.how are they composed? -> how do they function? 2.how do they come to be so composed? 3.what are their functions?

SCOM 5056 week 2, D. Goforth science explanation examples 1.what (kinds of) things are there? 2.how are they composed? -> how do they function? 3.how do they come to be so composed? 4.what are their functions? exhaust fan big bang glacier fluorine Canadarm transfat oil spill bird migration tar sands lung GMOs photosynthesis

SCOM 5056 week 2, D. Goforth Formal Science Why is this model important? academic science communication format of much (educational) sci comm source of some / most of science communicator’s information focus on kinds of explanation/argument

SCOM 5056 week 2, D. Goforth Communicating science Education model: Science communication model elementarysecondaryundergraduategraduate BasicStandard (Applied)Research(Issues)

SCOM 5056 week 2, D. Goforth Real Science Thomas Kuhn, 1962 “Structure of Scientific Revolutions” normal science scientific revolutions and paradigm shift How science really works: – personalities, money, policy, serendipity, trial and error and human intuition

SCOM 5056 week 2, D. Goforth The Cognitive Structure of Scientific Theories Models in cognitive science attempt to match mental structures  good models for learning?

SCOM 5056 week 2, D. Goforth Giere – “model-theoretic” view Vertical hierarchy of concepts by abstraction Horizontal distribution as central/peripheral superordinate subordinate basic centralperipheral

SCOM 5056 week 2, D. Goforth Concept analysis Examples from Giere Colours Birds Mother Shapes Weapons Vehicles Pendulums

SCOM 5056 week 2, D. Goforth Giere – “model-theoretic” view Claim: Central and basic concepts are historical starting points for scientific exploration Science communication: Are these also good starting points for learning, i.e., closest to current understanding of audience? Science communication: Are these also good starting points for learning, i.e., closest to current understanding of audience?

SCOM 5056 week 2, D. Goforth An example: cloud types what explanation category? what type is central/basic? peripheral types? superordinate / subordinate concepts? remember the heuristics… 1.what (kinds of) things are there? 2.how are they composed? -> how do they function? 3.how do they come to be so composed? 4.what are their functions? 1.what (kinds of) things are there? 2.how are they composed? -> how do they function? 3.how do they come to be so composed? 4.what are their functions?

High clouds These are usually composed solely of ice crystals and have a base between 18,000 and 45,000 feet (5,500 and 14,000 metres). Cirrus - white filaments Cirrocumulus - small rippled elements Cirrostratus - transparent sheet, often with a halo Medium clouds These are usually composed of water droplets and ice crystals, and have a base between 6,500 and 23,000 feet (2,000 and 7,000 metres). Altocumulus - layered, rippled elements, generally white with some shading Altostratus - thin layer, grey, allows sun to appear as if through ground glass Nimbostratus - thick layer, low base, dark, rain or snow may fall from it Low clouds These are usually composed of water droplets, though cumulonimbus clouds include ice crystals, and have a base below 6,500 feet (2,000 metres). Stratocumulus - layered, series of rounded rolls, generally white with some shading Stratus - layered, uniform base, grey Cumulus - individual cells, vertical rolls or towers, flat base Cumulonimbus - large cauliflower-shaped towers, often 'anvil tops' sometimes giving thunderstorms, or showers of rain or snow Most of the main cloud types are often subdivided further on the basis of their shape, structure and degree of transparency.

SCOM 5056 week 2, D. Goforth Cloud types - first design cloud type cumulusstratus cirrus altostratus, cumulonimbus, stratocumulus,…?

SCOM 5056 week 2, D. Goforth Cloud types - extending type highlowmedium cirro- cumulus stratus alto- cumulus strato- cumulus cirrus

SCOM 5056 week 2, D. Goforth Science for Learning - Reigeluth This is instructional design How does it match or mismatch with design for free choice science communication in terms of 1.Audience, 2.Context, and 3.Goals?

SCOM 5056 week 2, D. Goforth Elaboration theory Scope and sequence Deciding scope (content) in a free choice science communication context: –Like training? –Like education? –Distinct how?

SCOM 5056 week 2, D. Goforth Elaboration theory Scope and sequence Sequence is dependent on knowledge structure Many sequences (and other presentation formats) are possible from any structure Comment: Scope and structure are knowledge design; sequence is part of artifact design. So, focus on structures of elaboration theory

SCOM 5056 week 2, D. Goforth Elaboration theory Knowledge structures: Conceptual structure – “inclusivity relationships” like Giere’s (Fig. 18.3) - also applies to principles Causal model – how principles relate to each other in systems to describe phenomena (Fig. 18.2) Feel free to explore, create your own structures

SCOM 5056 week 2, D. Goforth Elaboration theory “Simplifying Conditions Method” (SCM) is one approach to design of presentation based on the knowledge structure. Epitome plus elaboration “How to design an SCM sequence” contains useful ideas for all presentation/experience design

SCOM 5056 week 2, D. Goforth An example: Rubik’s cube Can you design communication in a domain where you are not an expert? “Model-theoretic” structure of the knowledge Rubik’s cube presentation

SCOM 5056 week 2, D. Goforth Organizing Structure of knowledge Some possible organizing forms Procedural Systemic (part-of, type-of, instance-of) Theoretical (principles, laws, theories) Tabular, taxonomic Historic  model-theoretic

SCOM 5056 week 2, D. Goforth Why design the knowledge? where to start? what does audience already understand? is everything included so audience can follow development and understand? explicit knowledge model is basis for design of presentations

SCOM 5056 week 2, D. Goforth Designing scientific knowledge context-> audience, goal -> kind of understanding heuristics for approaching the problem formal science-> kind of explanation model-theoretic-> central/basic or epitome -> organization of knowledge elaboration theory

SCOM 5056 week 2, D. Goforth Example How a fish extracts oxygen from its environment Audience / Context What to include Kind of organizing structure Model-theoretic categories What to include:Toulmin, p 231 Kinds of things Composition, behaviour of things “Come to be” – causality, process Function of things Hierarchical Central-peripheral Organizing forms Procedural Systemic (part-of, type-of, instance-of) Theoretical (principles, laws, theories) Tabular, taxonomic Historic  model-theoretic