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相关概念视频

Barriers to Effective Communication II01:21

Barriers to Effective Communication II

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The barriers to effective communication also include cultural barriers, semantic barriers, gender barriers, and time constraints.
Cultural barriers:
Differences in values, beliefs, religion, knowledge, and tradition can significantly impact communication. Awareness of nonverbal cues is critical, especially when conversing with a patient from a different culture. What appears appropriate in one culture may be inappropriate in another.
Semantic barriers:
As a result of their tendency to use...
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Social Facilitation01:04

Social Facilitation

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Not all intergroup interactions lead to negative outcomes. Sometimes, being in a group situation can improve performance. Social facilitation occurs when an individual performs better when an audience is watching than when the individual performs the behavior alone. This typically occurs when people are performing a task for which they are skilled.
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Barriers to Effective Communication I01:30

Barriers to Effective Communication I

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A communication barrier is any distortion or interruption during a conversation, resulting in miscommunication of the message. A good communicator should know these barriers and continuously check for the listener's understanding by obtaining feedback.
Communication barriers include the following:
Physiological barriers: They are limitations caused by a person's health condition or disability, such as hearing loss, poor eyesight, illness, or unconsciousness. An example to overcome this...
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Levels of Communication II: Organizational, Public, and Group Dynamics01:27

Levels of Communication II: Organizational, Public, and Group Dynamics

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Effective communication is the foundation of a good organization. Communication is the lifeblood of an organization that connects the group with messages. In an organization, communication occurs in upward, downward, and horizontal lines. Downward communication travels from the administrative and senior levels to the staff through official channels such as manuals, rules and regulations, and organizational charts. Staff members initiate upward communication, which is addressed to executives and...
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Uncertainty: Confidence Intervals00:54

Uncertainty: Confidence Intervals

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The confidence interval is the range of values around the mean that contains the true mean. It is expressed as a probability percentage. The interpretation of a 95% confidence interval, for instance, is that the statistician is 95% confident that the true mean falls within the interval. The upper and lower limits of this range are known as confidence limits. The confidence limits for the true mean are estimated from the sample's mean, the standard deviation, and the statistical factor...
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Communication01:03

Communication

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Communication between two animals occurs when one animal transmits an information signal that causes a change in the animal that receives the information. Organisms communicate with one another in a host of different ways. Signals can be auditory, chemical, visual, tactile, or a combination of these. Communication is a critical behavioral adaptation that promotes survival, growth, and reproduction.
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相关实验视频

Updated: Jul 18, 2025

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology
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科学传播培训 赋予信心和影响 公众参与 活动

Christina M Swords1, Jerlym S Porter2, Amy J Hawkins3

  • 1Department of Family Medicine and Community Health, University of Wisconsin-Madison, Madison, Wisconsin, USA.

Journal of microbiology & biology education
|August 24, 2023
PubMed
概括

在科学传播方面受过培训的科学家更有可能与公众接触. 科学传播艺术课程显著提高了科学家的信心和公众互动技能.

关键词:
在STEM教育方面,公众参与,公众参与.科学 沟通 科学 沟通科学素养 科技素养

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科学领域:

  • 生物医学科学 生物医学科学
  • 环境科学 环境科学
  • 科学对社会的影响 科学对社会的影响

背景情况:

  • 科学理解对于社会适应新挑战至关重要.
  • 反科学言论和错误信息阻碍了公众对科学的参与.
  • 科学家往往缺乏科学传播方面的正式培训,这阻碍了公众对话.

研究的目的:

  • 评估美国生物化学和分子生物学学会 (ASBMB) 艺术科学传播课程的影响.
  • 评估参与者的科学沟通行为和信心水平的变化.
  • 确定课程在促进公众参与科学方面的有效性.

主要方法:

  • 2020年对科学传播艺术课程的前参与者进行了一项回顾性调查.
  • 对通信频率和信任度的定量数据的分析.
  • 分析参与者关于他们的经验的定性反.

主要成果:

  • 与课程前 (51%) 相比,参与者在课程后 (77%) 与非专家受众沟通的可能性要大得多.
  • 课程结束后,对科学传播的信心显著增加 (中位数为8比5).
  • 定性数据证实了定量发现,突出了增加的信心和参与度.

结论:

  • 科学传播艺术课程有效地提高了科学家的信心和愿意与公众接触的意愿.
  • 培训计划显示了更广泛实施的强有力的理由,以改善公众对科学的参与.
  • 可访问的科学传播培训对于促进科学素养和打击错误信息至关重要.