Noah Weeth Feinstein's research while affiliated with University of Wisconsin–Madison and other places
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Publications (30)
This theoretical paper focuses on the social processes of public engagement with science and their implications for science education. The core of our argument is that science education should help people become better at evaluating, using, and curating their epistemic networks to make personal and civic decisions and to understand the natural worl...
Scientists are expected to engage with the public, especially when society faces challenges like the COVID-19 pandemic or climate change, but what public engagement means to scientists is not clear. We use a triangulated, mixed-methods approach combining survey and focus group data to gain insight into how pre-tenure and tenured scientists personal...
The idea of faculty engaging in meaningful dialogue with different publics instead of simply communicating their research to interested audiences has gradually morphed from a novel concept to a mainstay within most parts of the academy. Given the wide variety of public engagement modalities, it may be unsurprising that we still lack a comprehensive...
Environmental education research often emphasizes the importance of community context, but conceptualization and measurement of environmental literacy has mostly occurred at the individual level, often focusing on individual behaviors. The environmental problems facing the world today require collective action—communities coming together to address...
Scientists and agricultural trade associations may further conservation outcomes by engaging with one another to uncover opportunities and engage in social learning via knowledge co-production. We observed, documented, and critically reviewed knowledge exchanges among scientists and agricultural stakeholders working on a multidecadal water conflict...
Science education is likely to respond to the post-truth era by focusing on how science education can help individuals use scientists’ epistemological tools to tell what is true. This strategy, by itself, is inadequate for three reasons. First, science does not actually offer foundational truth, and incautious assertions about scientific truth can...
Education, appropriately conceived, can be a powerful tool in enabling effective adaptation to climate change. In this article, we identify three distinct but overlapping policy uses. First, protecting and deploying education infrastructure, the social and material resources on which education depends, can reduce vulnerability and build resilience....
In response to the many pressures facing public higher education, public universities are experimenting with business-oriented practices that seem likely to alter their nature and purposes. In this paper, we examine several hybrid experiments—new organizational strategies intended deliberately, sometimes explicitly, to hybridize the traditional nor...
In this essay, David Waddington and Noah Weeth Feinstein explore how Dewey's conception of science can help us rethink the way science is done in schools. The authors begin by contrasting a view of science that is implicitly accepted by many scientists and science educators - science as a search for truth - with Dewey's instrumentalist, technologic...
Rooted in science education and science communication studies, this study examines 4th and 5th grade students’ perceptions of science information sources (SIS) and their use in communicating science to students. It combines situated learning theory with uses and gratifications theory in a qualitative phenomenological analysis. Data were gathered th...
Introduction: Empathy in doctor-patient relationships is a familiar topic for medical scholars, and a crucial goal for medical educators. Nonetheless, there are persistent disagreements in the research literature concerning how best to evaluate empathy among physicians, and whether empathy declines or increases across medical education. Some resear...
In the 1920s, John Dewey and Walter Lippmann both wrote important books examining whether the public was capable of playing a constructive role in policy, particularly when specialized knowledge was involved. This essay uses the Lippmann–Dewey debate to identify new challenges for science education and to explore the relationship between science ed...
In this essay, we explore how sustainability is embodied in the Next Generation Science Standards (NGSS), analyzing how the NGSS explicitly define and implicitly characterize sustainability. We identify three themes (universalism, scientism, and technocentrism) that are common in scientific discourse around sustainability and show how they appear i...
Noah Weeth Feinstein, Department of Curriculum & Instruction, Department of Community & Environmental Sociology, University of Wisconsin-Madison, analyze an article by Prajwal Kulkarni, titled 'Rethinking 'Science' Communication'. Noah appreciates his bold argument that people possess certain misconceptions about science and also applaud him for en...
Science museums and science centers exist (in large part) to bring science to the public. But what public do they serve? The challenge of equity is embodied by the gulf that separates a museum's actual public and the more diverse publics that comprise our society. Yet despite growing scholarly interest in museums and science centers, few researcher...
Since the 1980s, scholars and others have been engaged in a lively debate about the virtues and dangers of mingling commerce with university science. In this paper, we contend that the commercialization of academic science, and higher education more broadly, are best understood as pieces of a larger story. We use two cases of institutional change a...
This chapter describes the evolution and current status of education for sustainability (EfS) in the K-12 school system of the United States. We briefly review the major educational and political movements that set the stage for contemporary EfS in the United States. In particular, we describe how the guiding concept of sustainability vanished and...
Educational policy increasingly emphasizes knowledge and skills for the preprofessional “science pipeline” rather than helping
students use science in daily life. We synthesize research on public engagement with science to develop a research-based plan
for cultivating competent outsiders: nonscientists who can access and make sense of science relev...
In 2009, a think tank called the International Alliance of Leading Education Institutes (IALEI) announced the results of a study entitled Climate Change and Sustainable Development: The Response from Education. Intended for a policy audience, the study offered a glimpse into the status of Education for Sustainable Development (ESD) and an early loo...
This essay examines the relationship between research and policy and, more specifically, how researchers might relate to policy work. Given the current international policy focus on climate change, green growth and sustainability in general, it argues for strengthening and widening policy research in the areas of Environmental Education (EE), Educa...
International policy analysis tends to simplify the nation state, portraying countries as coherent units that can be described by one statistic or placed into one category. As scholars from Brazil, South Africa, and the USA, we find the nation-centric research perspective particularly challenging. In each of our home countries, the effective influe...
This exploratory study examines the significance of science to parents whose children were recently diagnosed with an autism spectrum disorder. It asks: (1) In what manner did science emerge in parents' concerns and resources as they attempted to understand and advocate for their children? (2) Did some parents engage with science in a qualitatively...
There is little evidence that the prevailing strategies of science education have an impact on the use and interpretation of science in daily life. Most science educators and science education researchers nonetheless believe that science education is intrinsically useful for students who do not go on to scientific or technical careers. This essay f...
Citations
... Although the theoretical underpinnings of public engagement have moved beyond the deficit model of science communication, in practice public education is still synonymous with public engagement for many. However, this perspective is not limited to genetics and genomics; it has been identified as a wider problem across the sciences 81,82 . This has stimulated more detailed explorations of the types of public engagement activities that can take place, including the motivations and expectations of those who deliver and engage with them 82 . ...
Reference: Public engagement with genomics
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... An understanding of faculty experiences should inform programming designed to advance university/community partnerships, including that developed by centers for community-engaged scholarship. As satisfaction across professions is under examination in the context of COVID-19, and as a new generation of scholars with community engagement aspirations enter the academy, an exploration of faculty experiences is timely (Calice et al., 2022;Lewing & York, 2017;Post et al., 2017;Sell, 2023;Zahneis, 2022). ...
... Moreover, science's tendency to guard knowledge within closed circles and its emphasis on specialisation risk isolating researchers from interdisciplinary collaboration and public engagement (Nowotny, et al., 2016). While specialisation enhances knowledge production, excessive narrowness can obscure the broader picture and hinder communication. ...
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... Categories of Near Future, Mid Future, and Far Future groups can largely be further summarized into eras of equipping researchers and stakeholders with the tools and partnerships necessary for advancing the field (Near 1 Whitmore (1961). 2 Miller (1994). Nocco et al. (2020). 29 Schoengold and Brozovic (2018). ...
Reference: Forming the Future of Agrohydrology
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... Policies exert pivotal in uences on the day-to-day happenings in schools, deeply impacting the lived experiences of those engaged in them 6,7 . Therefore, there is a growing call for more comprehensive CCE policy studies with empirical approach 5,34,35 . This demand arises from the fact that existing documentations, typically self-reports by governments or relevant organisations, tend to overly emphasise success stories while neglecting issues and failures 34 . ...
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... Misinformation can range from relatively benign (e.g., that avocados are fruits and not vegetables) to extremely dangerous (e.g., the widely debunked but still shared claim linking vaccines to autism, DeStefano & Shimabukuro, 2019). There has been a marked uptrend in the number of researchers sounding alarms about the impact of misinformation (McIntyre, 2018;McIntyre, 2023;Sinatra & Hofer, 2021) and numerous calls (Lombardi & Busch, 2022;and discussions [Allchin, 2023;Feinstein & Waddington, 2020;Osborne & Pimentel, 2022]) around how we as educators can move forward in the "post-truth" era. ...
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... This result concurs with the findings of the studies by Adzawla et al. (2019) and Jin et al. (2015) who argue that there is evidence of gender differences in climate vulnerability, decision-making, and access to resources. The education level of the head has a positive and significant effect on adaptation because educated farmers are more likely to be aware of climate change and agricultural innovations and make informed decisions (Feinstein and Mach, 2019). Earlier studies by Deressa et al. (2009) The variable land fragmentation has a positive and significant effect on adaptation, indicating that households cultivating in a greater number of plots are more likely to adopt CCASs. ...
... (op. cit., p. 596) Interdisciplinarity refers to how scientists talk about their work as much as to how they do research (Downey et al., 2017). The classification of a body of knowledge as disciplinary or interdisciplinary results, rather, from boundary work, i.e., the significant amount of work that is required to produce and maintain the boundaries between scientific communities (Light & Adams, 2017). ...
... These perspectives brings us to questions relating to how living labs at campus are co-developing with the societal role and day-to-day practices of universities. Living labs on university campuses can be interpreted as new ways of continuing university-industry-society relations and 'hybrid experiments' (Kleinman et al., 2018) and as instruments in the emerging mission of 'co-creation for sustainability' (Trencher et al., 2014). As others have observed, UCLLs synthesise universities' core business of research, teaching and social responsibility and provide frameworks for the coproduction of knowledge (Evans et al., 2015: 6). ...
... These highlight that much public engagement activity has reinforced patterns of participation/exclusion from science found in schools, wider society and in science itself [Dawson, 2014;Finlay et al., 2021]. Informal science institutions have historically excluded marginalised and minoritised individuals and their communities, leading to calls for fostering inclusive engagement practices [Dawson, 2019;Feinstein, 2017]. Equity researchers have specifically called for science and discovery centres and museums to become more equitable and to rethink how they operate. ...
