Dr. Bruce V. Lewenstein is a widely-known authority on public communication of science and technology–how science and technology are reported to the public and how the public understands controversial scientific issues and "emerging technologies" such as biotechnology and nanotechnology. Trained as a historian of science, he often uses historical case studies in his research. He has also done extensive work evaluating "citizen science" outreach projects, in which citizens fully participate in the scientific process by gathering, entering, and sometimes analyzing scientific data. In general, he tries to document the ways that public communication of science is fundamental to the process of producing reliable knowledge about the natural world.
Professor Lewenstein's work has two areas of impact: (1) education for practitioners of public communication of science and technology and (2) shaping of policy research on public knowledge and attitudes towards science and technology. His audiences range from local groups seeking to improve their communication, to national associations, to international settings where students and practitioners gather. Both the education and the policy work are tools of leverage, which ultimately contribute to better public understanding of science and technology.
Lewenstein, B. V. (1992). The Meaning of 'Public Understanding of Science' in the United States After World War II. Public Understanding of Science, 1(1), 45-68.
Lewenstein, B. V. (Ed.). (1992). When Science Meets the Public. Washington, D.C.: American Association for the Advancement of Science.
Lewenstein, B. V. (1995). From Fax to Facts: Communication in the Cold Fusion Saga. Social Studies of Science, 25(3), 403-436.
Kohlstedt, S. G., Sokal, M., & Lewenstein, B. V. (1999). The Establishment of Science in America: 150 Years of the American Association for the Advancement of Science. New Brunswick, N.J.: Rutgers University Press.
Lewenstein, B. V., & Allison-Bunnell, S. W. (2000). Creating knowledge in science museums: Serving both public and scientific communities. In B. Schiele & E. H. Koster (Eds.), Science Centers for This Century (pp. 187-208). St. Foy, Quebec: Editions Multimondes.
Lewenstein, B. V. (2001). Science and Media. In N. J. Smelser & P. B. Baltes (Eds.), International Encyclopedia of the Social and Behavioral Sciences (pp. 13654-13657). Oxford: Pergamon.
Nisbet, M. C., & Lewenstein, B. V. (2002). Biotechnology and the American media - The policy process and the elite press, 1970 to 1999. Science Communication, 23(4), 359-391.
Chittenden, D., Farmelo, G., & Lewenstein, B. V. (Eds.). (2004). Creating Connections: Museums and the Public Understanding of Current Research. Walnut Creek, CA: Altamira Press.
Brossard, D., Lewenstein, B. V., & Bonney, R. (2005). Scientific Knowledge and Attitude Change: The Impact of a Citizen Science Project. International Journal of Science Education, 27(9), 1099-1121.
Scheufele, D. A., & Lewenstein, B. V. (2005). The public and nanotechnology: How citizens make sense of emerging technologies. Journal of Nanoparticle Research, 7(6), 659-667.
Lewenstein, B. V. (2005). What counts as a "social and ethical issue" in nanotechnology? Hyle: International Journal for the Philosophy of Chemistry, 11(1), 5-18.
Warren, D. R., Weiss, M. S., Wolfe, D. W., Friedlander, B., & Lewenstein, B. (2007). Lessons from Science Communication Training (letter). Science, 316, 1122.
Davis, P. M., Lewenstein, B. V., Simon, D. H., Booth, J. G., & Connolly, M. J. L. (2008). Open Access publishing increases online readership of scientific articles but does not increase article citations: A randomised trial. BMJ, 337(published online 31 July 2008, doi:10.1136/bmj.a568), 343-345.
Bell, P., Lewenstein, B. V., Shouse, A., & Feder, M. (Eds.). (2009). Learning Science in Informal Environments: People, Places, and Pursuits. Washington, DC: National Academies Press.
McCallie, E., Bell, L., Lohwater, T., Falk, J., Lehr, J. H., Lewenstein, B. V., Needham, C., & Wiehe, B. (2009). Many Experts, Many Audiences: Public Engagement with Science and Informal Science Education. Washington, DC: Center for Advancement of Informal Science Education.
Brossard, D., & Lewenstein, B. V. (2009). A Critical Appraisal of Models of Public Understanding of Science: Using Practice to Inform Theory. In L. Kahlor (Ed.), New Agendas in Science Communication (pp. 11-39). Mahwah, NJ: Laurence Erlbaum Publishers.
Lewenstein, B. V. (2009). Science Books Since 1945. In D. P. Nord, J. S. Rubin & M. Schudson (Eds.), The Enduring Book: Print Culture in Postwar America (pp. 347-360). Chapel Hill: University of North Carolina Press.
Shouse, A., Lewenstein, B. V., Bell, P., & Feder, M. (2010). Crafting museum experiences in light of research on learning: Implications of the National Research Council’s report on informal science education. Curator,53(2), 137-154.
Laslo, E., Baram-Tsabari, A., & Lewenstein, B. V. (2011). A growth medium for the message: Online science journalism affordances for exploring public discourse of science and ethics. Journalism,12(7), 847-870. doi:10.1177/1464884911412709
Lewenstein, B. V. (2011). Experimenting with Engagement. Commentary on “Taking Our Own Medicine: On an Experiment in Science Communication.” Science and Engineering Ethics, 17(4), 817-821.doi:10.1007/s11948-011-9328-5
Chambliss, E. Lauren, & Lewenstein, Bruce V. (2012). Establishing a climate change information source addressing local aspects of a global issue: A case study in New York State. JCOM: Journal of Science Communication, 12(3), online only at “Public Engagement in Science,” (initiated wiki, April 2012)
Baram-Tsabari, Ayelet, & Lewenstein, Bruce V. (2013). Assessing scientists' written skills in public communication of science. Science Communication, 35(1), 56-85, doi: 10.1177/1075547012440634.
Lewenstein, Bruce V. (2013, in press). What Visitors to Science Museums Can Learn About the Relation of Science and Technology. In Robert Bud & Laila Zwisler (Eds.), Relationships Between Science and Technology as Presented in Exhibits. Washington, DC: Smithsonian Institution Press.
Fahy, Declan, & Lewenstein, Bruce V. (2014 (in press)). Scientists in popular culture. In Massimiano Bucchi & Brian Trench (Eds.), Handbook of Public Communication of Science and Technology
I joined the University of York in September 2012, having previously held Professorships at the Universities of Manchester and Sheffield. As well as Anthropology, my interests include Museology, Cultural Heritage and Memory Studies, and Cultural Sociology. My enjoyment of working across disciplines was fostered by my undergraduate degree in Human Sciences – a mix of Social and Natural Sciences – at Oxford; and this is also the basis of my longstanding interest in cultural dimensions of science. I have carried out anthropological fieldwork in Scotland, England and Germany, and exploratory comparative research in China. My work has been translated into Chinese, French, German, Greek, Italian, Portuguese and Spanish.
My research examines ongoing social and cultural changes. Mostly, I do this by coupling a specific focus - based on ethnographic fieldwork - with analysis of more widespread developments. By doing so, I seek to find out what is going on in the detail of practice, including the reflections of those I am researching. And I draw on this to challenge or refine the assumptions of existing theorising.
My research focus is a mix of work on policy and pedagogy in the teaching and learning of science. In the policy domain, I am interested in exploring students' attitudes to science and how school science can be made more worthwhile and engaging - particularly for those who will not continue with the study of science. In pedagogy, my focus has been on making the case for the role of argumentation in science education both as a means of improving the use of a more dialogic approach to teaching science and improving student understanding of the nature of scientific inquiry. I have led one major project on 'Enhancing the Quality of Argument in School Science Education'. From this we developed the IDEAS (Ideas, Evidence and Argument in Science Education) materials to support teacher professional learning. Nevertheless, much science, if not more, is learned outside the classroom and how young people learn in that environment and what it has to offer formal education is another focus of my work and I was one of the partners in the NSF funded Centre for Informal Learning and Schools (2002-7).
Osborne, J. F., Simon, S., & Collins, S. (2003). Attitudes towards Science: A Review of the Literature and its Implications. International Journal of Science Education, 25(9), 1049–1079.
Osborne, J. F., Ratcliffe, M., Collins, S., Millar, R., & Duschl, R. (2003). What 'ideas-about-science' should be taught in school science? A Delphi Study of the 'Expert' Community. Journal of Research in Science Teaching, 40(7), 692-720.
Osborne, J. F., Erduran, S., & Simon, S. (2004). Enhancing the Quality of Argument in School Science. Journal of Research in Science Teaching, 41(10), 994-1020.
DeWitt, J. & Osborne, J. F. (2007) Supporting Teachers on Science-focussed School Trips: Towards an integrated framework of theory and practice. International Journal of Science Education, 29, 6, 685-710.
Osborne, J.F & Dillon, J. (2008) Science Education in Europe. Nuffield Foundation: London.
Chin, C., & Osborne, J. (2008). Students' questions: a potential resource for teaching and learning science. Studies in Science Education, 44(1), 1 - 39.
Professor Helmuth Trischler
• Head of Research, Deutsches Museum, Munich • Professor of Modern History and the History of Technology, Ludwig-Maximilians-Universität, Munich • Director, Rachel Carson Center • Website
Prof. Trischler’s main research interests are knowledge societies and innovation cultures in international comparison; science, technology and European integration; transport history; and environmental history. Helmuth Trischler is the author of twenty-eight books and edited volumes, approximately one hundred articles, and the co-editor of a number of book series, including Umwelt und Geschichte (Vandenhoeck & Ruprecht, Göttingen) and The Environment in History: International Perspectives (Berghahn Books, Oxford and New York).
• Weimar Culture and Quantum Mechanics. London: Imperial College Press, 2011 (Ed. with Cathryn Carson and Alexei Kojevnikov ). • Physics and Politics. Research and Research Support in Twentieth Century Germany in International Perspective. Stuttgart: Steiner, 2010 (Ed. with Mark Walker) • "'Made in Germany:' Die Bundesrepublik als Wissensgesellschaft und Innovationssystem." Modell Deutschland. Erfolgsgeschichte oder Illusion?, edited by Thomas Hertfelder and Andreas Rödder. Göttingen: Vandenhoeck & Ruprecht, 2007, 44-60. • Ein Jahrhundert im Flug. Luft- und Raumfahrtforschung in Deutschland 1907 bis 2007. Frankfurt a.M./New York: Campus, 2007 (Ed. with Kai-Uwe Schrogl) • Wiring Prometheus. Globalisation, History and Technology. Aarhus: Aarhus University Press, 2004. (Ed. with Peter Lyth)