Forest 404: Using a BBC drama series to explore the impact of nature's changing soundscapes on human wellbeing and behavior.

Extensive ecosystem degradation and increasing urbanization are altering human relationships with nature. To explore these trends, we created a transdisciplinary, narrative-led podcast series produced by the BBC, called Forest 404. The series explored the implications of a world without nature. An online experimental component mobilized audience participation (n = 7,596) to assess responses to natural soundscapes with and without abiotic, biotic, and poetic elements across five biomes. Conditions featuring the sounds of wildlife, such as bird song, were perceived to be more psychologically restorative than those without. Participants' personal lived experiences were strongly related to these outcomes; those who had memories triggered by the sounds were more likely to find them psychologically restorative and exhibited a greater motivation to preserve them. Moreover, the effects of both soundscape composition and memories on preservation behavior were partially mediated by restorative potential; respondents were more likely to want to protect the sounds they heard if they thought they might offer therapeutic outcomes. Our findings highlight the value of art-science collaborations and demonstrate how maintaining contact with the natural world can promote wellbeing and foster behaviors that protect planetary health.

Stop avoiding the inevitable: The effects of anthropomorphism in science writing for non-experts.

While anthropomorphism - the attribution of human characteristics to non-human things or events - is a fundamental part of human psychology and language, some scientists regard it as a source of misconceptions. This creates tension for those writing about science. Taking an experimental approach to diagnosing misconceptions, we compared the effects of anthropomorphic and non-anthropomorphic writing on 174 adult readers' knowledge, understanding, confidence in and connection with the material. Reading any text at all improves readers' knowledge and ability to answer questions. There was no difference in understanding, enjoyment or frequency of anthropomorphic thinking between anthropomorphic and non-anthropomorphic texts. Those who read anthropomorphic text tended to use more vivid examples and fewer generalisations. This suggests that anthropomorphism acts as an evocative, albeit potentially distracting, technique but does not cause significant misconceptions. Writers should feel free to use anthropomorphic techniques if they are appropriate for their topic and their audience.

Can Gaming Increase Antibiotic Awareness in Children? A Mixed-Methods Approach.

BACKGROUND: e-Bug is a pan-European educational resource for junior and senior school children, which contains activities covering prudent antibiotic use and the spread, treatment, and prevention of infection. Teaching resources for children aged 7-15 years are complemented by a student website that hosts games and interactive activities for the children to continue their learning at home. OBJECTIVE: The aim of this study was to appraise young people's opinions of 3 antibiotic games on the e-Bug student website, exploring children's views and suggestions for improvements, and analyzing change in their knowledge around the learning outcomes covered. The 3 games selected for evaluation all contained elements and learning outcomes relating to antibiotics, the correct use of antibiotics, and bacteria and viruses. METHODS: A mixed methodological approach was undertaken, wherein 153 pupils aged 9-11 years in primary schools and summer schools in the Bristol and Gloucestershire area completed a questionnaire with antibiotic and microbe questions, before and after playing 3 e-Bug games for a total of 15 minutes. The after questionnaire also contained open-ended and Likert scale questions. In addition, 6 focus groups with 48 students and think-aloud sessions with 4 students who had all played the games were performed. RESULTS: The questionnaire data showed a significant increase in knowledge for 2 out of 7 questions (P=.01 and P<.001), whereas all questions showed a small level of increase. The two areas of significant knowledge improvement focused around the use of antibiotics for bacterial versus viral infections and ensuring the course of antibiotics is completed. Qualitative data showed that the e-Bug game "Body Busters" was the most popular, closely followed by "Doctor Doctor," and "Microbe Mania" the least popular. CONCLUSIONS: This study shows that 2 of the e-Bug antibiotic educational games are valuable. "Body Busters" effectively increased antibiotic knowledge in children and had the greatest flow and enjoyment. "Doctor Doctor" also resulted in increased knowledge, but was less enjoyable. "Microbe Mania" had neither flow nor knowledge gain and therefore needs much modification and review. The results from the qualitative part of this study will be very important to inform future modifications and improvements to the e-Bug games.

Mapping the hinterland: Data issues in open science.

Open science is a practice in which the scientific process is shared completely and in real time. It offers the potential to support information flow, collaboration and dialogue among professional and non-professional participants. Using semi-structured interviews and case studies, this research investigated the relationship between open science and public engagement. This article concentrates on three particular areas of concern that emerged: first, how to effectively contextualise and narrate information to render it accessible, as opposed to simply available; second, concerns about data quantity and quality; and third, concerns about the skills required for effective contextualisation, mapping and interpretation of information.

Mapping public engagement with research in a UK University.

Notwithstanding that 'public engagement' is conceptualised differently internationally and in different academic disciplines, higher education institutions largely accept the importance of public engagement with research. However, there is limited evidence on how researchers conceptualise engagement, their views on what constitutes engagement and the communities they would (or would not) like to engage with. This paper presents the results of a survey of researchers in the Open University that sought to gather data to fill these gaps. This research was part of an action research project designed to embed engagement in the routine practices of researchers at all levels. The findings indicate that researchers have a relatively narrow view of public engagement with research and the communities with which they interact. It also identified that very few strategically evaluate their public engagement activities. We conclude by discussing some of the interventions we have introduced with the aim of broadening and deepening future researcher engagement.

Café Scientifique.

Every month, in 700 or so bars, cafés, pubs, teahouses, shopping centres, community halls, art galleries, libraries, theatres, museums, bookshops ... and a blood donation centre, 40 or so people meet to have a conversation. A conversation that happens to be about science and technology, rather than soap operas or football; this is Café Scientifique.