California State University East Bay College of Sciences Department of Biological Sciences

Transcription

1 California State University East Bay College of Sciences Department of Biological Sciences Science Communication: Opportunities for learning from the review process Ana Almeida Assistant Professor of Molecular Biology October 10 th, 2017

2 Who am I? How did I become a scientist?

3 Who am I? How did I become a scientist?

4 Who am I? How did I become a scientist? BS Biology MD (Brazil) FAMILY

5 Who am I? How did I become a scientist? Masters in Philosophy of Science and Science Education (Brazil) BS Biology MD (Brazil) FAMILY

6 Who am I? How did I become a scientist? Masters in Philosophy of Science and Science Education (Brazil) BS Biology MD (Brazil) FAMILY Physician (Amazon region, Brazil)

7 BS Biology MD (Brazil) Who am I? How did I become a scientist? Masters in Philosophy of Science and Science Education (Brazil) PhD at UC Berkeley (Bay Area, US) FAMILY Physician (Amazon region, Brazil)

8 Who am I? How did I become a scientist? BS Biology MD (Brazil) Masters in Philosophy of Science and Science Education (Brazil) PhD at UC Berkeley (Bay Area, US) Professor at UFBA, Health Sciences (Brazil) FAMILY Physician (Amazon region, Brazil)

9 Who am I? How did I become a scientist? BS Biology MD (Brazil) FAMILY Masters in Philosophy of Science and Science Education (Brazil) PhD at UC Berkeley (Bay Area, US) Professor at UFBA, Health Sciences (Brazil) CSUEB, Hayward Assistant Professor Molecular Biology (Bay Area, US) Physician (Amazon region, Brazil)

10 Who am I? How did I become a scientist? FAMILY CSUEB, Hayward Assistant Professor Molecular Biology (Bay Area, US)

11 Who am I? How did I become a scientist? FAMILY LOVE of LIFE SCIENCE CSUEB, Hayward Assistant Professor Molecular Biology (Bay Area, US)

12 Who am I? How did I become a scientist? scientific knowledge nature of science FAMILY LOVE of LIFE SCIENCE CSUEB, Hayward Assistant Professor Molecular Biology (Bay Area, US)

13 Who am I? How did I become a scientist? scientific knowledge nature of science FAMILY LOVE of LIFE SCIENCE LOVE of TEACHING SCIENCE CSUEB, Hayward Assistant Professor Molecular Biology (Bay Area, US)

14 Who am I? How did I become a scientist? scientific knowledge nature of science how to better teach FAMILY LOVE of LIFE SCIENCE LOVE of TEACHING SCIENCE how to better communicate CSUEB, Hayward Assistant Professor Molecular Biology (Bay Area, US)

15 Who am I? How did I become a scientist? scientific knowledge nature of science how to better teach FAMILY LOVE of LIFE SCIENCE LOVE of TEACHING SCIENCE how to better communicate CSUEB, Hayward Assistant Professor Molecular Biology (Bay Area, US) Science Communication: Opportunities for learning from the review process

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17 What is Frontiers for Young Minds? Non-profit, open-access scientific publication written for and reviewed by kids ages 8-15

18 Dr. Robert Knight of UC Berkeley had the idea for a journal with an editorial board made up of kids, and worked with Frontiers since 2013 to make it a reality. He oversaw the review of the first neuroscience articles, and has now stepped up to lead the journal, help guide our Specialty Chief Editors, and make connections that will help Frontiers for Young Minds reach even further. FIELD CHIEF EDITOR

19 Who is involved? Young People (ages 8-15) serve as Young reviewers Schools and teachers can host Young Minds reviews in their classrooms Young researchers serve as Science Mentors to our young reviewers Expert researchers serve as authors or members of board to identify articles and reach into new disciplines

20 Milestones: Editorial Board Chief Editors Field Chief Editor Specialty Chief Editors Robert Knight University of California, Berkeley, USA Sabine Kastner Princeton University, USA Understanding Neuroscience Shane Larson Northwestern University, USA Understanding Astronomy and Space Science Berend Smit École Polytechnique Fédérale de Lausanne, Switzerland Understanding Earth and its Resources Mark Brandon The Open University, UK Understanding Earth and its Resources Daniel Kammen University of California, Berkeley, USA Understanding Earth and its Resources Fulvio D Acquisto Queen Mary University of London, UK Understanding Health Pasquale Maffia University of Glasgow, UK Understanding Health Chelsea Specht Cornell University, USA Understanding Biodiversity Jeremy Martin University of Kansas, USA Understanding Mathematics

21 1 Identification of recent discoveries, or concepts, that may be interesting for target audience. 2 Scientists behind the original article, or established in the field, write an article for 8 to 15 year olds. 3 The article is reviewed by a Science Mentor and a Young Mind, or group of Young Minds. 4 Once the review process is completed, the article is validated by the Associate Editor. 5 The finished article is published and made freely available on our website, alongside the reviewers names.

22 1 Identification of recent discoveries, or concepts, that may be interesting for target audience.

23 Identification of recent discoveries, or concepts, that may be interesting for target audience. 1. Our Editorial Board identifies publications of interest 2. Scientists volunteer directly 3. Our partner organizations identify publications of interest - Recommendation Portal

24 2 Scientists behind the original article, or established in the field, write an article for 8 to 15 year olds.

25 Scientists behind the original article, or established in the field, write an article for 8 to 15 year olds. Six Specialty Sections, with more to come soon!

26 Scientists behind the original article, or established in the field, write an article for 8 to 15 year olds. New Discovery Core Concept

27 Scientists behind the original article, or established in the field, write an article for 8 to 15 year olds. How to fit into 2,000 words and not become too dense To understand, a reader should know 95% of the words used Not everything will fit into a single article What background will the reader need to really understand and what background do they already have? What vocabulary do they know? (Carver, 1994) (Hseuh-chao & Nation, 2000) (Kintsch & Rawson, 2005)

28 Scientists behind the original article, or established in the field, write an article for 8 to 15 year olds. Creating more than just a resource for young readers....creating a resource for scientists to become better communicators.

29 Desire to communicate their findings -vs- Fear of their findings being taken out of context

30 3 The article is reviewed by a Science Mentor and a Young Mind, or group of Young Minds.

31 The article is reviewed by a Science Mentor and a Young Mind, or group of Young Minds. Individual Classroom Live Review Event

32 The article is reviewed by a Science Mentor and a Young Mind, or group of Young Minds. Science Mentors Researchers with experience in peer review Encourage Young Reviewers to provide an honest and constructive review Introduce life as a scientist Introduce the basics of science publishing

33 4 Once the review process is completed, the article is validated by the Associate Editor.

34 Once the review process is completed, the article is validated by the Associate Editor. Quality Control done by working researchers. Making a resource of quality science, communicated directly to the general public, by the scientists conducting the research.

35 5 The finished article is published and made freely available on our website, alongside the reviewers names.

36 The finished article is published and made freely available on our website, alongside the reviewers names. Reviewers Names to give them credit Kids get excited to see this

37 The finished article is published and made freely available on our website, alongside the reviewers names. CC-BY Educational Tool Translations

38 Ways to get involved! Download and disseminate Young Minds articles Host a Young Minds review session in your classroom Write a Young Minds version of one of your published articles Pair up with Young Mind(s) and become a Science Mentor

39 scientific knowledge nature of science how to better teach KIDS LOVE of LIFE SCIENCE LOVE of TEACHING SCIENCE how to better communicate YOUNG MINDS

40 Any Questions? Supporters and Collaborations: