Boundary spanners and thinking partners: adapting and expanding the research-practice partnership literature for public engagement with science (PES)

November 8th, 2021 | RESEARCH

This paper is the culmination of several meaning-making activities between an external researcher, PES practitioners, and social scientist researchers who considered the unique contributions that can be made through RPPs on PES (that is, research-practice partnerships on public engagement with science). Based on the experiences from three RPP projects, the group noted that the PES context may be particularly suited to RPPs, and identified the importance of working as thinking-partners who support reciprocal decision-making. Recommendations are made in support of using these approaches to advance practical knowledge-building and reduce shared frustrations about the disconnect between research and practice in PES.

Document

(no document provided)

Team Members

Karen Peterman, Author, Peterman Consulting
Sarah Garlick, Author, Hubbard Brook Research Foundation
John Besley, Author
Sue Allen, Author, Maine Mathematics and Science Alliance
Kathy Lambert, Author, Harvard
Nalini Nadkarni, Author, University of Utah
Mark Rosin, Author, Guerilla Science
Caitlin Weber, Author, University of Utah
Marissa Weiss, Author, Harvard Forest
Jen Wong, Co-Principal Investigator, Guerilla Science

Citation

Identifier Type: ISSN
Identifier: 1824-2049
Identifier Type: DOI
Identifier: 10.22323/2.20070801

Publication: Journal of Science Communication
Volume: 20
Number: 7

Funders

Funding Source: NSF
Funding Program: Advancing Informal STEM Learning (AISL)
Award Number: 1647150

Funding Source: NSF
Funding Program: Advancing Informal STEM Learning (AISL)
Award Number: 1713204

Funding Source: NSF
Funding Program: Advancing Informal STEM Learning (AISL)
Award Number: 1713307

Funding Source: NSF
Funding Program: Advancing Informal STEM Learning (AISL)
Award Number: 1713197

Funding Source: NSF
Funding Program: Advancing Informal STEM Learning (AISL)
Award Number: 1713222

Funding Source: NSF
Funding Program: Advancing Informal STEM Learning (AISL)
Award Number: 1713219

Funding Source: NSF
Funding Program: Advancing Informal STEM Learning (AISL)
Award Number: 1514494

Funding Source: NSF
Funding Program: Advancing Informal STEM Learning (AISL)
Award Number: 1906408

Related URLs

Full Text
Science Learning +: Broadening Participation in STEM through Transdisciplinary Youth Development Activities
Collaborative Research: Embedding Public Engagement with Science at Long-Term Ecological Research Sites
The STEM Ambassador Program: A Scientist-Driven Public Engagement Model
The STEM Ambassador Program: Supporting Scientists' Engagement with Public Audiences

Tags

Audience: Learning Researchers | Museum | ISE Professionals | Scientists
Discipline: Education and learning science | General STEM | Social science and psychology
Resource Type: Peer-reviewed article | Research Products
Environment Type: Community Outreach Programs | Park | Outdoor | Garden Programs | Public Events and Festivals | Public Programs