Literatur zum Vortrag
Eigene Publikationen aus dem Vortrag:
Spitzer, P. (2024). Students as citizen scientists on social media: How do learners evaluate science communication on TikTok, Instagram and YouTube? ARPHA Proceedings, 6, 129–134. https://doi.org/10.3897/ap.e126587
Majcen, A., & Spitzer, P. (2024). Scrolling through science: Exploring secondary school students’ consumption of science communication on social media. Change – The transformative power of citizen science. ECSA2024 and Austrian Citizen Science Conference 2024, Vienna, Austria. https://doi.org/doi: 10.3897/ap.e126578
Majcen, A. & Spitzer, P. (accepted). What do students look for? insights into their quality criteria for science communication on social media. International Journal of Science Education, Part B. https://doi.org/10.1080/21548455.2025.2551292
Majcen, A., & Spitzer, P. (accepted). Influencing Factors of Scientific Content Exposure and Consumption on Social Media: Insights from School Students Through a Collaborative World Café Discussion.
Literatur zum Vortrag:
Bhabha, H. K. (1994). The location of culture (1. publ., reprint..). Routledge.
Bonney, R., Ballard, H., Jordan, R., McCallie, E., Phillips, T., Shirk, J., & Wilderman, C. C. (2009). Public Participation in Scientific Research: Defining the Field and Assessing Its Potential for Informal Science Education. A CAISE Inquiry Group Report. Online submission. https://files.eric.ed.gov/fulltext/ED519688.pdf
Bonney, R. (1996). Citizen science: A lab tradition. Living Bird, 15(4), 7–15.
Burns, T. W., O’Connor, D. J., & Stocklmayer, S. M. (2003). Science Communication: A Contemporary Definition. Public Understanding of Science, 12(2), 183–202. https://doi.org/10.1177/09636625030122004
Kappel, K., & Holmen, S. J. (2019). Why Science Communication, and Does It Work? A Taxonomy of Science Communication Aims and a Survey of the Empirical Evidence. Frontiers in Communication, 4, 55. https://doi.org/10.3389/fcomm.2019.00055
Ceccaroni, L., & Piera, J. (Hrsg.). (2017). Analyzing the Role of Citizen Science in Modern Research: IGI Global. https://doi.org/10.4018/978-1-5225-0962-2
Lewenstein, B. (2022). What is ‘‘science communication’’? Journal of Science Communication, 21(07), C02. https://doi.org/10.22323/2.21070302
Li, Y., Wang, K., Xiao, Y., & Froyd, J. E. (2020). Research and trends in STEM education: A systematic review of journal publications. International Journal of STEM Education, 7(1), 11, s40594-020-00207–6. https://doi.org/10.1186/s40594-020-00207-6
Moje, E. B., Collazo, T., Carrillo, R., & Marx, R. W. (2001). „Maestro, what is quality?“: Language, literacy, and discourse in project-based science. Journal of Research in Science Teaching, 38(4), 469–498. https://doi.org/10.1002/tea.1014
Pasternack, P. (2022). Wissenschaftskommunikation, neu sortiert: Eine Systematisierung der externen Kommunikationen der Wissenschaft. Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-39177-5
Varner, J. (2014). Scientific Outreach: Toward Effective Public Engagement with Biological Science. BioScience, 64(4), 333–340. https://doi.org/10.1093/biosci/biu021
Wallace, C. S. (2004). Framing new research in science literacy and language use: Authenticity, multiple discourses, and the ?Third Space? Science Education, 88(6), 901–914. https://doi.org/10.1002/sce.20024
Woitowich, N. C., Hunt, G. C., Muhammad, L. N., & Garbarino, J. (2022). Assessing motivations and barriers to science outreach within academic science research settings: A mixed-methods survey. Frontiers in Communication, 7, 907762. https://doi.org/10.3389/fcomm.2022.907762
Scoping-Review „Science Outreach“:
Asri, N. & others. (2024). Teaching teen titans: An anatomy curriculum using superheroes for middle- and high-school outreach. Anatomical Sciences Education. https://doi.org/10.1002/ase.2461
Burks, R. L. & others. (2017). Where science intersects pop culture: An informal science education outreach program. Journal of Chemical Education, 94(12), 1926–1931. https://doi.org/10.1021/acs.jchemed.7b00300
Clement, M. & others. (2018). Tasting the tree of life: Development of a collaborative cross-campus science outreach meal event. Journal of Food Science Education, 17(4), 101–107. https://doi.org/10.1111/1541-4329.12163
Cooper, A. K., & Oliver‐Hoyo, M. T. (2017). Creating 3D physical models to probe student understanding of macromolecular structure. Biochemistry and Molecular Biology Education, 45(6), 491–500. https://doi.org/10.1002/bmb.21076
Craney, C. & others. (2020). A collaborative middle school science outreach project using the Japanese lesson study model. Journal of STEM Outreach.
Cray, H., & Parker, J. (2024). Community science for assessing the vulnerability of freshwater ecosystems: Water-quality monitoring. Water, 16(2), 331. https://doi.org/10.3390/w16020331
Demir, E. & others. (2024). An engineering outreach activity: How to develop a tendon-based soft robotic finger. Proceedings of the Engineering Education Outreach Conference.
D’eon, J. & others. (2021). A project-based learning experience that uses portable air sensors to characterize indoor and outdoor environments. Environmental Education Research, 27(5), 659–676. https://doi.org/10.1080/13504622.2020.1853067
Halls, C. & others. (2019). A microplastics outreach program: A systems thinking approach to teach high school students about the environment. Journal of Chemical Education, 96(2), 312–319. https://doi.org/10.1021/acs.jchemed.8b00552
Hendrickson, H. & others. (2020). Developing a science outreach program and promoting PHUN all year with rural K–12 students. Journal of STEM Outreach.
Kirchhoff, C. & others. (2023). Experimenting at an outreach science lab versus at school: Differences in students’ experiences. Journal of Research in Science Teaching. https://doi.org/10.1002/tea.21812
Levine, M., & Discenza, R. (2018). Sweet, sweet science: Addressing the gender gap in STEM disciplines through a one-day high school outreach. Journal of Chemical Education, 95(4), 654–659. https://doi.org/10.1021/acs.jchemed.7b00765
Metz, A. M. & others. (2018). The in’s and out’s of science outreach: Assessment of an engaging new program. Journal of College Science Teaching, 47(5), 62–69.
Miranda, R. J., Scott, J. E., & Schaefer, K. G. (2018). Characteristics of effective astronomer-educator partnerships in formal urban middle school science classrooms. Physical Review Physics Education Research, 14(1), 010147. https://doi.org/10.1103/PhysRevPhysEducRes.14.010147
Molz, A., Kuhn, J., & Müller, A. (2022). Effectiveness of science outreach labs with and without connection to classroom learning: Affective and cognitive outcomes. Physical Review Physics Education Research, 18(2), 020144. https://doi.org/10.1103/PhysRevPhysEducRes.18.020144
Piontkivska, H. & others. (2024). Fungi: Friends or foes? An outreach science initiative for the collection of airborne fungal spores. Mycology Today, 15(1), 45–53.
Riccardi, P., Prete, G., Chiappetta, F., & Meringolo, C. (2022). The impact of the “Third Mission” of universities and research institutions on physics education in secondary schools. Proceedings of IConSES 2022 – International Conference on Social and Education Sciences, 181–187.
Sáez-Hernández, J., Ballesteros, M., & Garrido, A. (2024). Effect of science outreach activities on chemophobic conceptions at the high school level. Chemistry Education Research and Practice. https://doi.org/10.1039/D4RP00001A
Schmidt, M. & others. (2023). In search of Prof. Aurum: A mobile escape room setting for youth recreation. Frontiers in Science Education.
Stepek, G. & others. (2019). Make a molecule: A synthetic organic and medicinal chemistry workshop program for high school students. Journal of Chemical Education, 96(5), 985–991. https://doi.org/10.1021/acs.jchemed.9b00231
Ting, Y. & others. (2017). Polymer Day: Outreach experiments for high school students. Journal of Chemical Education, 94(8), 1111–1117. https://doi.org/10.1021/acs.jchemed.7b00412
Todd, B. L., & Zvoch, K. (2019). The effect of an informal science intervention on middle school girls’ science affinities. International Journal of Science Education, 41(1), 102–122. https://doi.org/10.1080/09500693.2018.1534022
Tsybulsky, D. (2019). Students meet authentic science: The valence and foci of experiences reported by high-school biology students. International Journal of Science Education, 41(5), 567–585. https://doi.org/10.1080/09500693.2019.1570380
Walsh, A. & others. (2024). Kefir4All: A citizen science initiative to raise awareness of the roles that microbes play in food. Genes, 15(1), 27. https://doi.org/10.3390/genes15010027
Wickware, C. (2017). The science of a sundae: Using the principle of colligative properties in food science outreach. Journal of Food Science Education, 16(2), 54–60. https://doi.org/10.1111/1541-4329.12112
Woithe, J. & others. (2022). Motivational outcomes of the science outreach lab S’Cool LAB at CERN: A multilevel study. Journal of Research in Science Teaching, 59(7), 1197–1217. https://doi.org/10.1002/tea.21794
Science Communication:
Amel, H., Schmidt, J., Kreienhop, N., & Beeken, M. (2023). “Sustainability Make‐It‐Yourself” – the Environmental‐Make@thon as an innovative science communication format. CHEMKON, 30(7), 294–299. https://doi.org/10.1002/ckon.202100078
Beeken, M., & Budke, M. (2017). Ein ungewöhnlicher Lernort: Das Projekt „Experimenteller Lee(h)rstand“: Schülerinnen und Schüler präsentieren Chemie in einem leerstehenden Ladenlokal. CHEMKON, 24(5), 381–385. https://doi.org/10.1002/ckon.201710301
Beeken, M., & Budke, M. (2018). “PubScience—The Long Night of Experiments”: Students Present Chemical Experiments in Dining Facilities. Journal of Chemical Education, 95(8), 1323–1330. https://doi.org/10.1021/acs.jchemed.7b00835
Belet Boyacı, Ş. D., & Atalay, N. (2019). Slowmation Application in Development of Learning and Innovation Skills of Students in Science Course. Lnternational Electronic Journal of Elementary Education, 11(5), 507–518. https://doi.org/10.26822/iejee.2019553347
Belova, N., & Krause, M. (2023). Inoculating students against science-based manipulation strategies in social media: Debunking the concept of ‘water with conductivity extract’. Chemistry Education Research and Practice, 24(1), 192–202. https://doi.org/10.1039/D2RP00191H
Benedetti, L., & Crouse, R. B. (2020). Flipped Science Fair: Engaging Middle-School Students in STEM while Training Researchers in Science Communication. The Journal of STEM Outreach, 3(1). https://doi.org/10.15695/jstem/v3i1.10
Beranek-Knauer, H., Walter, H., Paleczek, D., Eder, L., Jungwirth, K., & Jungwirth, H. (2020). Discourse-directed framing as communication strategy alters students’ concept of antibiotics and antibiotic resistance formation. International Journal of Science Education, Part B, 10(4), 319–334. https://doi.org/10.1080/21548455.2020.1844921
Berndt, J. (2021). Lernen in Citizen Science. https://kola.opus.hbz-nrw.de/frontdoor/index/index/docId/2262
Colón Carrión, N., Fuentes, N., Gerena González, V. A., Hsiao-Sánchez, N., Colón-Cruz, L., De Jesús Morales, K., De Jesús Morales, K. J., González Morales, M., Lazcano Etchebarne, C., & Ramos Benítez, M. J. (2024). +Ciencia: A training program to increase evidence-based science communication and literacy for Hispanic high school and undergraduate students. Journal of Microbiology & Biology Education, 25(2), e00040-24. https://doi.org/10.1128/jmbe.00040-24
Ebsen-Lenz, M. (2018). Wissens- und Wissenschaftskommunikation in der Bildung zur Nachhaltigkeit Der Comic – ein Medium in der Bildung. Hessische Blätter für Volksbildung, Bildung zur Nachhaltigkeit(2), 178–181.
Ferro, L. S., Sapio, F., Terracina, A., Temperini, M., & Mecella, M. (2021). Gea2: A Serious Game for Technology-Enhanced Learning in STEM. IEEE Transactions on Learning Technologies, 14(6), 723–739. https://doi.org/10.1109/TLT.2022.3143519
Fishman, E. (2020). Inviting narrative back into the science classroom: Telling the stories of the elements with graphic novels. School Science Review, 102(378), 78–82.
Hager, S., Amel, H., & Beeken, M. (2024). “How much is your outfit?” – An interactive exhibition on the subject of sustainable textiles for chemistry education and beyond. CHEMKON, 31(5), 168–172. https://doi.org/10.1002/ckon.202300057
Howell, E. L., Yang, S., Holesovsky, C. M., & Scheufele, D. A. (2021). Communicating Chemistry through Cooking and Personal Health: Everyday Applications Increase Perceived Relevance, Interest, and Self-Efficacy in Chemistry. Journal of Chemical Education, 98(6), 1852–1862. https://doi.org/10.1021/acs.jchemed.1c00125
Kapitza, M. (2020). Wissenschaftskommunikation im Schülerlabor: Eine Interventionsstudie zu epistemischen Überzeugungen über aktuelle biomedizinische Forschung. https://macau.uni-kiel.de/receive/macau_mods_00001478
Köhler, S. (2018). Wie man das Medium Comic für Bildung einsetzen kann. Hessische Blätter für Volksbildung, 2018(02), 188–191.
Krüger, J. T., Höffler, T. N., & Parchmann, I. (2022). Trust in science and scientists among secondary school students in two out-of-school learning activities. International Journal of Science Education, Part B, 12(2), 111–125. https://doi.org/10.1080/21548455.2022.2045380
López-Fernández, M. del M., González-García, F., & Franco-Mariscal, A. J. (2022). How Can Socio-scientific Issues Help Develop Critical Thinking in Chemistry Education? A Reflection on the Problem of Plastics. Journal of Chemical Education, 99(10), 3435–3442. https://doi.org/10.1021/acs.jchemed.2c00223
Lüsse, M., Brockhage, F., Beeken, M., & Pietzner, V. (2022). Citizen science and its potential for science education. International Journal of Science Education, 44(7), 1120–1142. https://doi.org/10.1080/09500693.2022.2067365
Molvinger, K., Clément, S., Filhol, J.-S., & Winum, J.-Y. (2025). The Impact of a Chemistry Competition on Students’ Skills and Personal Attributes. Journal of Chemical Education, 102(7), 2818–2826. https://doi.org/10.1021/acs.jchemed.5c00103
Olitsky, S., Becker, E. A., Jayo, I., Vinogradov, P., & Montcalmo, J. (2020). Constructing “Authentic” Science: Results from a University/High School Collaboration Integrating Digital Storytelling and Social Networking. Research in Science Education, 50(2), 505–528. https://doi.org/10.1007/s11165-018-9699-6
Ortiz-Guerrero, C., & Loizzo, J. (2024). Rocks Really Rock: Electronic field trips via Web Google Earth can generate positive impacts in attitudes toward Earth sciences in middle- and high-school students. Geoscience Communication, 7(2), 101–119. https://doi.org/10.5194/gc-7-101-2024
Radyk, M. D., Spatz, L. B., Adkins-Threats, M. L., Cates, K., & St Pierre, C. L. (2023). Evaluation of an 8-week high school science communication course designed to read, write, and present scientific research. Advances in Physiology Education, 47(4), 910–918. https://doi.org/10.1152/advan.00085.2022
Riedinger, K., & McGinnis, J. R. (2017). An investigation of the role of learning conversations in youth’s authoring of science identities during an informal science camp. International Journal of Science Education, Part B, 7(1), 76–102. https://doi.org/10.1080/21548455.2016.1173741
Schreiber, P. (with Westfälische Wilhelms-Universität Münster). (2016). Die Wissenschaftskommunikation in Kinderuniversitäten und ihre Nachhaltigkeit. LIT.
Solé, C., Couso, D., & Hernández, M. I. (2024). Citizen science in schools: A systematic literature review. International Journal of Science Education, Part B, 14(3), 383–399. https://doi.org/10.1080/21548455.2023.2280009
Tirre, F., Kampschulte, L., & Parchmann, I. (2015). Ein Science Camp zu Wissenschaft und Wissenschaftskommunikation: Schüler präsentieren (ihre) Nanoforschung. CHEMKON, 22(4), 179–186. https://doi.org/10.1002/ckon.201410260
Tirre, F., Kampschulte, L., Thoma, G.-B., Höffler, T., & Parchmann, I. (2019). Design of a student lab program for nanoscience and technology – an intervention study on students’ perceptions of the Nature of Science, the Nature of Scientists and the Nature of Scientific Inquiry. Research in Science & Technological Education, 37(4), 393–418. https://doi.org/10.1080/02635143.2018.1551201
Urrutia-Fucugauchi, J., Perez-Cruz, L., & Urrutia, A. O. (2021). Chicxulub museum, geosciences in Mexico, outreach and science communication – built from the crater up. Geoscience Communication, 4(2), 267–280. https://doi.org/10.5194/gc-4-267-2021
Vasileios, V. (2019). 4thlabs: A school science magazine project targeting the promotion of soft skills. euc@tional circle, 7(3), 9–27.
Ward, S. J., Price, R. M., Davis, K., & Crowther, G. J. (2018). Songwriting to learn: How high school science fair participants use music to communicate personally relevant scientific concepts. International Journal of Science Education, Part B, 8(4), 307–324. https://doi.org/10.1080/21548455.2018.1492758