SCOM 5056 Design Theory in Science Communication week 2: the science content Dave Goforth FA377...
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Transcript of SCOM 5056 Design Theory in Science Communication week 2: the science content Dave Goforth FA377...
SCOM 5056Design Theory
inScience Communication
week 2: the science content
Dave GoforthFA377 (Fraser)
705-675-1151 ext 2316 dgoforth@cs. laurentian.ca
SCOM 5056 week 2, D. Goforth
Armadillo Results
SCOM 5056 week 2, D. Goforth
My armadillo best
SCOM 5056 week 2, D. Goforth
Armadillo Run - user
• Fun or work? Why?
• Ease of use? Casual games
• Learning and improved performance?
SCOM 5056 week 2, D. Goforth
Armadillo Run - designer
• Is this a design experience?• Where does it ‘break’? (it’s not CAD)
SCOM 5056 week 2, D. Goforth
Science CommunicationDesign Process
1. Goals, objectives, constraints
2. Audience, context
3. Knowledge
4. Experience
5. Artifact
e.g., Museum of Science, Boston:
http://www.mos.org/exhibitdevelopment/index.html
SCOM 5056 week 2, D. Goforth
Purpose: Gregory and Miller• Appreciate science
• Understand science
• Understand how science works
What is science communication for each?
SCOM 5056 week 2, D. Goforth
Science CommunicationDesign Process
1. Goals, objectives, constraints
2. Audience, context
3. Knowledge
4. Experience
5. Artifact
SCOM 5056 week 2, D. Goforth
Models of scientific knowledge
• Toulmin – formal argument
• Kuhn
• Giere
• Reigeluth
SCOM 5056 week 2, D. Goforth
Formal Science
“Understanding of nature (…) open to public criticism” – Toulmin
Aim of argumentation is consensus– Issues are “at the edge”
• Phenomena need explaining, anomalies
– Apply, extend, constrain, revise, replace existing ideas
Basic Standard (Applied) Research(Issues)
SCOM 5056 week 2, D. Goforth
kinds of issues in science
1. what (kinds of) things are there?
2. how are they composed?
-> how do they function?
1. how do they come to be so composed?
2. what are their functions?
SCOM 5056 week 2, D. Goforth
system theory
SCOM 5056 week 2, D. Goforth
science explanations
Toulmin’s categories• what (kinds of) things are there?
1. how are they composed? -> how do they function?
2. how do they come to be so composed?
3. what are their functions?
SCOM 5056 week 2, D. Goforth
science explanation examples1. what (kinds of) things are there?
2. how are they composed? -> how do they function?
3. how do they come to be so composed?
4. what are their functions?
exhaust fan
big bang
glacier
fluorine
Canadarm
transfat
oil spill
bird migration
tar sands
lung
GMOs
photosynthesis
SCOM 5056 week 2, D. Goforth
Formal Science
Why is this model important?
• academic science communication
• format of much (educational) sci comm
• source of some / most of science communicator’s information
• focus on kinds of explanation/argument
SCOM 5056 week 2, D. Goforth
Communicating science
• Education model:
• Science communication model
elementary secondary undergraduate graduate
Basic Standard (Applied) Research(Issues)
SCOM 5056 week 2, D. Goforth
Real ScienceThomas Kuhn, 1962 “Structure of Scientific
Revolutions”• normal science• scientific revolutions and paradigm shift
How science really works: – personalities, money,
policy, serendipity,trial and errorand human intuition
SCOM 5056 week 2, D. Goforth
The Cognitive Structure of Scientific Theories
• Models in cognitive science
attempt to match
mental structures
good models for learning?
SCOM 5056 week 2, D. Goforth
Giere – “model-theoretic” viewVertical hierarchy of concepts by abstraction
Horizontal distribution as central/peripheral
superordinate
subordinate
basic
central peripheralperipheral
SCOM 5056 week 2, D. Goforth
Concept analysis
Examples from Giere
• Colours
• Birds
• Mother
• Shapes
• Weapons
• Vehicles
• Pendulums
SCOM 5056 week 2, D. Goforth
Giere – “model-theoretic” viewClaim: Central and basic conceptsare historical starting points for scientific exploration
Science communication:
Are these also good starting points for learning,
i.e., closest to current understanding of audience?
Science communication:
Are these also good starting points for learning,
i.e., closest to current understanding of audience?
SCOM 5056 week 2, D. Goforth
An example: cloud types
• what explanation
category?• what type
is central/basic?• peripheral types?• superordinate /
subordinate
concepts?
remember the heuristics…
1. what (kinds of) things are there?
2. how are they composed? -> how do they function?
3. how do they come to be so composed?
4. what are their functions?
1. what (kinds of) things are there?
2. how are they composed? -> how do they function?
3. how do they come to be so composed?
4. what are their functions?
High clouds These are usually composed solely of ice crystals and have a base between 18,000 and 45,000 feet (5,500 and 14,000 metres).Cirrus - white filamentsCirrocumulus - small rippled elementsCirrostratus - transparent sheet, often with a halo
Medium clouds These are usually composed of water droplets and ice crystals, and have a base between 6,500 and 23,000 feet (2,000 and 7,000 metres).Altocumulus - layered, rippled elements, generally white with some shadingAltostratus - thin layer, grey, allows sun to appear as if through ground glassNimbostratus - thick layer, low base, dark, rain or snow may fall from it
Low clouds These are usually composed of water droplets, though cumulonimbus clouds include ice crystals, and have a base below 6,500 feet (2,000 metres).Stratocumulus - layered, series of rounded rolls, generally white with some shadingStratus - layered, uniform base, greyCumulus - individual cells, vertical rolls or towers, flat baseCumulonimbus - large cauliflower-shaped towers, often 'anvil tops' sometimes giving thunderstorms, or showers of rain or snow
Most of the main cloud types are often subdivided further on the basis of their shape, structure and degree of transparency.
http://www.bbc.co.uk/weather/features/clouds2.shtml
SCOM 5056 week 2, D. Goforth
Cloud types - first design
cloud type
cumulus stratuscirrus
altostratus, cumulonimbus, stratocumulus,…?
SCOM 5056 week 2, D. Goforth
Cloud types - extendingtype
high low medium
cirro-cumulus
cumulus stratus alto-cumulus
strato-cumuluscirrus
SCOM 5056 week 2, D. Goforth
Science for Learning - Reigeluth
This is instructional design• How does it match or mismatch
with design for free choice
science communication
in terms of
1. Audience,
2. Context, and
3. Goals?
SCOM 5056 week 2, D. Goforth
Elaboration theory
Scope and sequence
• Deciding scope (content) in a free choice science communication context:– Like training?– Like education?– Distinct how?
SCOM 5056 week 2, D. Goforth
Elaboration theory
Scope and sequence• Sequence is dependent on knowledge
structure• Many sequences (and other presentation
formats) are possible from any structureComment: Scope and structure are
knowledge design; sequence is part of artifact design. So, focus on structures of elaboration theory
SCOM 5056 week 2, D. Goforth
Elaboration theory
Knowledge structures:
Conceptual structure – “inclusivity relationships” like Giere’s (Fig. 18.3)
- also applies to principles
Causal model – how principles relate to each other in systems to describe phenomena (Fig. 18.2)
Feel free to explore, create your own structures
SCOM 5056 week 2, D. Goforth
Elaboration theory
“Simplifying Conditions Method” (SCM)
is one approach to design of presentation based on the knowledge structure.
Epitome plus elaboration
“How to design an SCM sequence” contains useful ideas for all presentation/experience design
SCOM 5056 week 2, D. Goforth
An example: Rubik’s cube
• Can you design communication in a domain where you are not an expert?
• “Model-theoretic” structure
of the knowledge
Rubik’s cube presentation
SCOM 5056 week 2, D. Goforth
Organizing Structure of knowledge
Some possible organizing forms
• Procedural
• Systemic (part-of, type-of, instance-of)
• Theoretical (principles, laws, theories)
• Tabular, taxonomic
• Historic model-theoretic
SCOM 5056 week 2, D. Goforth
Why design the knowledge?
• where to start? what does audience already understand?
• is everything included so audience can follow development and understand?
• explicit knowledge model is basis for design of presentations
SCOM 5056 week 2, D. Goforth
Designing scientific knowledge
• context -> audience, goal
-> kind of understanding• heuristics for approaching the problem• formal science -> kind of explanation• model-theoretic -> central/basic or epitome
-> organization of knowledge
• elaboration theory
SCOM 5056 week 2, D. Goforth
ExampleHow a fish extracts oxygen
from its environment
Audience / Context
What to include
Kind of organizing structure
Model-theoretic categories
What to include:Toulmin, p 231
• Kinds of things
• Composition, behaviour of things
• “Come to be” – causality, process
• Function of things
Hierarchical
Central-peripheral
Organizing forms
Procedural
Systemic (part-of, type-of, instance-of)
Theoretical (principles, laws, theories)
Tabular, taxonomic
Historic model-theoretic