Communicating for a Knowledge Society
LENScience: A science communication and translation case study
LENScience is a partnership between education, science and the community, focused on nurturing lifelong scientific and health literacy to support social wellbeing and economic development.
Programmes are designed to be implemented by schools working in partnership with the Liggins Institute and our partner tertiary and government organisations.
Programme design recognises that:
- all partners - educators, scientists, students and families, are learners;
- learning contexts must be of value to students, teachers, scientists and the local community;
- learning occurs within the context of the sociocultural experience of the learner;
- learning involves becoming a member of a community and participating in constructing knowledge within the constructs of that community;
- learning develops over time and through a range of interrelated experiences.
In developing your case study, you may consider taking one aspect of LENScience and exploring how the model of partnership is being applied to enable interactive engagement and discourse between school communities and science communities. The headings below offer some direction as to where you can find supporting resources on the web site.
An overview of the LENScience philosophy and model, along with evidence highlights can be found within theLENScience Story.
Key research publications and reports are available here.
A series of short videos exploring aspects of our work are available here.
The Healthy Start to Life Education for Adolescents Project (HSLeaP) involves both modules of work in schoolsand opportunities for students to participate in learning opportunities within the university, linked to the work they are undertaking in school. Key research evidence examining the impact of this programme on learning and behaviour cab be found here.
The Pacific Science for Health Literacy Project is an extension of HSLeaP, enabled via a partnership between LENScience and the Ministries of Education and Health in the Cook Islands and Tonga. Information about this project can be found here.
Suggested Further Reading
- Gluckman, P. (2013). Interpreting Science—Implications for Public Understanding, Advocacy and Policy Formation. Auckland, New Zealand: Office of the Prime Minister's Science Advisory Committee.
- Gluckman, P., Rowarth, J., Ferguson, F., Denny, W., Eldridge, E., Hunter, P., & Wiltshire, R. (2013). Report of national science challenges panel.
- Bay, J. L., Mora, H. A., Sloboda, D. M., Morton, S. M., Vickers, M. H., & Gluckman, P. D. (2012). Adolescent understanding of DOHaD concepts: a school-based intervention to support knowledge translation and behaviour change. Journal of Developmental Origins of Health and Disease, 3(06), 469-482.
- Bay, J. L., Morton, S. M., & Vickers, M. H. (2016, July). Realizing the Potential of Adolescence to Prevent Transgenerational Conditioning of Noncommunicable Disease Risk: Multi-Sectoral Design Frameworks. InHealthcare (Vol. 4, No. 3, p. 39). Multidisciplinary Digital Publishing Institute.
- Bay, J. L., & Vickers, M. H. (2016). Adolescent education: an opportunity to create a Developmental Origins of Health and Disease (DOHaD) circuit breaker. Journal of Developmental Origins of Health and Disease, 7(5), 501-504.
- Bay JL. (2013) Scientific Literacy: The opportunity for leadership sits with science teachers.. New Zealand Science Teacher, 132 (1), 50