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Professor Nancy Longnecker

Nancy Longnecker 2019 image

Professor of Science Communication

Email nancy.longnecker@otago.ac.nz
Tel +64 3 479 7885

Nancy Longnecker has experience as an agricultural research scientist, professional science communicator and science communication academic. She has considerable experience obtaining research funding, conducting research, reporting and publishing results, supervising, mentoring, networking with industry, working collaboratively, developing curriculum and teaching. She has supervised 11 PhD, 16 MSc and 25 Honours student research projects to completion, including students from 17 different countries.

Professor Longnecker and her science communication students have created exhibitions and displays that have been seen by tens of thousands of visitors in Australia and New Zealand. She has established positive collaborations that have resulted in multiple exhibitions. Those at the Otago Museum include Dare to be Wise (a celebration of the University of Otago’s 150th anniversary), Einstein, Well Balanced and Wai ora, Māori ora.

Professor Longnecker’s current research examines impact and effectiveness of science communication with varied audiences. Researchers in her group examine factors that affect peoples’ attitudes towards and understanding of science and how information can be used to change attitudes and behaviour while respecting values and different sources of knowledge. Prof Longnecker has experience working with a broad range of communities, including people within primary industries, indigenous people, museum visitors and school students.

Visit the Longnecker Lab website to more information on her research

Current Teaching

SCOM 406: Science Exhibitions and Interpretation

SCOM Research Workshops

Research Interests

Nancy’s science communication research is multidisciplinary. Her current research examines impact and effectiveness of science communication with varied audiences. Researchers in her group examine factors that affect peoples’ attitudes towards and understanding of science and how information can be used to change attitudes and behaviour.

She aims to contribute to a society that fosters life-long learning, critical thinking and evidence-based decision making and that values a variety of sources of knowledge.

Her research advances theory and provides empirical evidence about effectiveness of science communication.

She collaborates with museums and science centres, NGOs, universities and other research organisations.

Potential Postgraduate Projects

  • Methodologies for evaluation of impact of science outreach and engagement
  • Factors that affect individual response to communication of information
  • Factors affecting responsiveness in decision making
  • Attitudes about and values of different sources of knowledge
  • Citizen science – motivations, benefits and barriers
  • Use of social media to support communities of practice

Current Postgraduate Student and Student Research

Current and recent PhD students

  • Ekapong Sripaoraya – Visitor Behaviour and Impact of the Thailand National Science Museum’s Science Caravan
  • Nantida Sripaoraya – Impacts of Participation in Science Outreach on Programme Presenters
  • Daniel Solis – Effectiveness of Science Outreach at Tūhura, the Otago Museum’s Science Centre
  • Jean Fletcher – Travelling Toward 2050; Climate Change, Storytelling and the future of travel

Current and recent MSciComm students

  • Rachel Leeson – Impact of Presenter Accent on Listener Perceptions and Understanding of Podcast Health Messages
  • Ravi Ratnam – Exploring NZ Student Perceptions of Scientific and Cultural Knowledge
  • Ellen Ryker – Communicating Conservation with Detection Dogs
  • Charlotte Paton – Perceptions of Sustainability and Green-lipped Mussel Aquaculture
  • Samantha Smyrke - Credibility and authority in medical documentaries

 

Read about Nancy's Research

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Publications

Longnecker, N. (2016). An integrated model of science communication: More than providing evidence. Journal of Science Communication, 15(5), Y01.

Venville, G., Rennie, L., Hanbury, C., & Longnecker, N. (2013). Scientists reflect on why they chose to study science. Research in Science Education, 43(6), 2207-2233. doi: 10.1007/s11165-013-9352-3

Mitchell, N., Triska, M., Liberatore, A., Ashcroft, L., Weatherill, R., & Longnecker, N. (2017). Benefits and challenges of incorporating citizen science into university education. PLoS ONE, 12(11), e0186285. doi: 10.1371/journal.pone.0186285

Gondwe, M., & Longnecker, N. (2015). Scientific and cultural knowledge in intercultural science education: Student perceptions of common ground. Research in Science Education, 45(1), 117-147. doi: 10.1007/s11165-014-9416-z

Pegrum, M., Bartle, E., & Longnecker, N. (2015). Can creative podcasting promote deep learning? The use of podcasting for learning content in an undergraduate science unit. British Journal of Educational Technology, 46(1), 142-152. doi: 10.1111/bjet.12133

Chapter in Book - Research

Longnecker, N., & Gondwe, M. (2014). Graduate degree programmes in science communication: Educating and training science communicators to work with communities. In L. Tan Wee Hin & R. Subramaniam (Eds.), Communicating science to the public: Opportunities and challenges for the Asia-Pacific region. (pp. 141-160). Dordrecht: Springer. doi: 10.1007/978-94-017-9097-0_9

Yadav, S. S., Longnecker, N., Dusunceli, F., Bejiga, G., Yadav, M., Rizvi, A. H., … Chen, W. (2007). Uses, consumption and utilization. In S. S. Yadav, R. J. Redden, W. Chen & B. Sharma (Eds.), Chickpea breeding and management. (pp. 72-100). Wallingford, UK: CABI. doi: 10.1079/9781845932138.000

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Journal - Research Article

Manyweathers, J., Field, H., Longnecker, N., Agho, K., Smith, C., & Taylor, M. (2017). "Why won't they just vaccinate?" Horse owner risk perception and uptake of the Hendra virus vaccine. BMC Veterinary Research, 13, 103. doi: 10.1186/s12917-017-1006-7

Manyweathers, J., Field, H., Jordan, D., Longnecker, N., Agho, K., Smith, C., & Taylor, M. (2017). Risk mitigation of emerging zoonoses: Hendra virus and non-vaccinating horse owners. Transboundary & Emerging Diseases, 64(6), 1898-1911. doi: 10.1111/tbed.12588

Mitchell, N., Triska, M., Liberatore, A., Ashcroft, L., Weatherill, R., & Longnecker, N. (2017). Benefits and challenges of incorporating citizen science into university education. PLoS ONE, 12(11), e0186285. doi: 10.1371/journal.pone.0186285

Longnecker, N. (2016). An integrated model of science communication: More than providing evidence. Journal of Science Communication, 15(5), Y01.

Gondwe, M., & Longnecker, N. (2015). Scientific and cultural knowledge in intercultural science education: Student perceptions of common ground. Research in Science Education, 45(1), 117-147. doi: 10.1007/s11165-014-9416-z

Pegrum, M., Bartle, E., & Longnecker, N. (2015). Can creative podcasting promote deep learning? The use of podcasting for learning content in an undergraduate science unit. British Journal of Educational Technology, 46(1), 142-152. doi: 10.1111/bjet.12133

Abecasis, R. C., Afonso, P., Colaço, A., Longnecker, N., Clifton, J., Schmidt, L., & Santos, R. S. (2015). Marine conservation in the Azores: Evaluating marine protected area development in a remote island context. Frontiers in Marine Science, 2, 104. doi: 10.3389/fmars.2015.00104

Gondwe, M., & Longnecker, N. (2015). Objects as stimuli for exploring young people’s views about cultural and scientific knowledge. Science, Technology & Human Values, 40(5), 766-792. doi: 10.1177/0162243915577452

Sullivan, M., & Longnecker, N. (2014). Class blogs as a teaching tool to promote writing and student interaction. Australasian Journal of Educational Technology, 30(4), 390-401.

Costa Abecasis, R., Longnecker, N., Schmidt, L., & Clifton, J. (2013). Marine conservation in remote small island settings: Factors influencing marine protected area establishment in the Azores. Marine Policy, 40(1), 1-9. doi: 10.1016/j.marpol.2012.12.032

Venville, G., Rennie, L., Hanbury, C., & Longnecker, N. (2013). Scientists reflect on why they chose to study science. Research in Science Education, 43(6), 2207-2233. doi: 10.1007/s11165-013-9352-3

Costa Abecasis, R., Schmidt, L., Longnecker, N., & Clifton, J. (2013). Implications of community and stakeholder perceptions of the marine environment and its conservation for MPA management in a small Azorean island. Ocean & Coastal Management, 84, 208-219. doi: 10.1016/j.ocecoaman.2013.08.009

Salter, Z., Venville, G., & Longnecker, N. (2011). An Australian story: School sustainability education in the lucky country. Australian Journal of Environmental Education, 27(1), 149-159.

Mulder, H. A. J., Longnecker, N., & Davis, L. S. (2008). The state of science communication programs at universities around the world. Science Communication, 30(2), 277-287.

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Conference Contribution - Published proceedings: Full paper

Mills, S., Green, D., Longnecker, N., Brundell, J., Rodger, C. J., & Brook, P. (2016). Embodied earth: Experiencing natural phenomena. Proceedings of the Image and Vision Computing New Zealand (IVCNZ) International Conference. IEEE. doi: 10.1109/ivcnz.2016.7804425

Bartle, E., Longnecker, N., & Pegrum, M. (2010). Can creating podcasts be a useful assignment in a large undergraduate chemistry class? In M. Sharma (Ed.), Proceedings of the 16th UniServe Science Annual Conference: Creating active minds in our science and mathematics students. (pp. 104-107). University of Sydney, Australia: UniServe Science. [Full Paper]

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