Communicating Science To a General Audience: Thoughts and Tips

1. Communicating Science To a General Audience: Thoughts and Tips

2. The Natural Inquirer • Middle school • Science education journal • Written directly from FS science articles • Based on language arts education theory and practice • Encourages critical thinking about science • Science process and content

3. 6-7 articles in each NI edition • Each article is written in the standard scientific paper format • Includes tables, charts, graphs • Includes maps, photos, and illustrations Reading real science!

4. Educational add-ons include: • Meet the Scientists • Thinking About Science • Thinking About the Environment • Reflection Sections • Sidebars • Number Crunches • FACTivity

5. Two RMRS editions and an RPA edition (almost 30%)

6. In the future: A Southwestern ecosystems Investi-gator Featuring RMRS

7. “Natural Inquirer”for upper elementary students

8. Scientist Involvement

9. The NI team writes all of the text except the “Meet the Scientists” section. Scientists complete this phrase: “My favorite science experience is/was…” Scientists provide a photo, statement, answer questions, and review the text.

10. We ask little of the scientists • We require at least one scientist’s statement, photo, and review* • Some scientists get much more involved * We also ask for clarification (if needed) and/or original data, charts, and research photos.

11. How to “translate” science for a general audience

12. Answer the following questions about the research project or paper: • Am I most interested in the scientific content or is the “how” of scientific discovery of interest as well? (Remember that the “how” can often be as interesting as the “what.”) • If I am interested in the scientific content, am I most interested in the findings, the implications/ applications, or both?

13. Always have a clear understanding of the problem or research question. Two ways to get this information (And it usually also requires additional research)

14. Read the scientific paper’s introduction section. Ask the scientist: “What was the problem you were trying to solve?” or, “What was your research question?” Enhance your understanding of the problem or question through additional research.

15. Scientists: • Engaged in their research • In the field, doing analysis, or writing • Often not rewarded for education outreach

16. It is likely that you will need to do additional research to enhance your understanding of technical terms. Once you have a succinct understanding of the problem, you will better understand the findings and the implications of the research.

17. Who is my audience and what do I want them to do with this information, if anything? (Basic or applied knowledge) Understanding the problem will help you answer this question. Scientific writing likely will not advocate

18. If you are interviewing or writing questions to the scientist, ask these questions: • What is the problem you were trying to solve? OR, What was your research question? (Confirm your earlier supposition.) • (If interested in the “how”): How did you get your answers? What did you do? • What did you discover? • How will your findings be used? OR, What are the implications of your findings?

19. Employ the 6 “W” questions: Who What When Where Why hoW Identify your storyline Present a mystery

20. Scientists often study: Processes Conditions And they may: Compare Describe Explain

21. The Ni Website contains a powerpoint series that was created to help educators write a Natural Inquirer article; lesson # 10 will help you read a published research paper in preparation for translation/education.

22. Use the following template to prepare information for your draft lesson plan: • What was the problem the scientist(s) wanted to solve? OR What was the research question? Elaborate with background information • What was the principle finding of the research? • What are the implications? OR How can this finding be applied? What difference will it make? • If you are interested in the “how,” How did the scientist(s) collect their information? Briefly, how did they analyze the information? (For most research, this question should be answered with little detail.)

23. Include if possible: • Photos/images of the scientist(s) doing work • Photos/images of technology • Photos/images of what was being studied, especially animals or plants • Maps, illustrations, simple charts or graphs

24. Ensure that you are accurately depicting the research and information Encourage critical thinking Provide resource links or ideas for further learning

25. naturalinquirer.org

26. scienceinvestigator.org

27. Click on “Meet the RADIO Staff,” then “Babs McDonald, ” then “presentations.” Scroll down for a series of self-directed powerpoint presentations. Learn to write a Natural Inquirer article

28. Babs McDonald U.S. Forest Service Science Quality Services Staff – WO Research and Development bmcdonald@fs.fed.us mcdonaldbabs@gmail.com 706-559-4224

30. Mauna Kea volcano through the clouds, Island of Hawai’i, December 2011

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