This guide is designed to help staff at informal science education organizations, and others who are interested, to develop, implement, and evaluate activities and events that incorporate the multi-directional dialogue and mutual learning at the heart of public engagement with science.
This chapter introduces public engagement with science in the context of informal science education. It includes a brief summary of the broader field of PES, including mutual learning and the value to each participant and stakeholder.
This chapter covers the goals of public engagement with science for various stakeholders, as well as broader societal goals. It also addresses how those goals and their corresponding outcomes relate to the structure or design of the activity or program.
This section describes the overall planning and implementation cycle for conducting a public engagement with science event, including marketing, audiences, venues, recruitment and orientation of scientists.
This chapter goes into detail about specific approaches for two kinds of PES activities: Hands-on activities for museums and science festivals, and forums for dialogue and deliberation. It briefly mentions a third approach, citizen consultation activities for direct policy input.
This chapter describes evaluation methods and tools for assessing public and scientist outcomes as a result of participation in PES activities and events.
This chapter provides tools and methods for disseminating PES projects and results with informal STEM educators and others interesting in implementing PES activities and programs, and sharing public views and recommendations that result from PES.
This chapter summarizes future directions and priorities for public engagement with science.
This appendix summarizes relevant projects that have usable resources for public engagement with science.
This appendix lists useful documents and links related to public engagement with science.
This Multi-Site Public Engagement with Science-Synthetic Biology (Innovations in Development) project is supported by the National Science Foundation under Grant Number DRL 1421179. Any opinions, findings, or conclusions expressed in this material are those of the authors, and do not necessarily reflect the views of the National Science Foundation.
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