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Professor Nancy Longnecker

Nancy Photo

Professor of Science Communication

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

Nancy Longnecker has been an agricultural research scientist, professional science communicator and academic science communicator. 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 10 PhD students, 16 masters students and 25 honours students to completion.

Nancy 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 and ongoing relationships that have resulted in three exhibitions for the Otago Museum. All have involved collaboration. In 2015, she and students in her SCOM406: Science Exhibitions & Interpretation class worked with Otago’s Department of Mathematics and Statistics and the Museum Design team to put on an exhibition celebrating the anniversary of Einstein’s publication of his theory of general relativity. In 2016, she and her students worked with researchers at New Zealand’s Ageing Well National Science Challenge and the Museum Design team to put on an interactive exhibition, Well Balanced. Well Balanced was subsequently contracted by the NZ Accident Compensation Commission to travel. In 2017, she and her class worked with Te Koronga, the University of Otago’s Māori Science Research Theme to deliver an exhibition exploring the value of integrating a mātauranga Māori viewpoint and western research approach.

Nancy’s research program is helping to develop an evidence base to determine impact and effectiveness of science engagement. She leads a strong international team of researchers, including PhD and MSciComm students. Nancy has also published work aimed at improved teaching and learning of science communication.

To learn more about Nancy’s work, visit www.longneckerlab.net

Current Teaching



SCOM 406: Science Exhibitions and Interpretation

Research Interests



Nancy’s science communication research is multidisciplinary. 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 PhD students:

  • Ekapong Sripaoraya – Visitor Behavior 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 the Otago Museum’s Science Centre
  • Jean Fletcher – Travelling Toward 2050; Visualising the Future and Sustainable Travel
  • Javiera Cisternas – Engagement with Native Frog Conservation

Current MSciComm students:

  • Charlotte Paton – Perceptions of Sustainability and Green-lipped Mussel Aquaculture
  • Ellen Ryker – Communicating Conservation with Detection Dogs
  • Rebecca John – Use of Augmented Reality in Education Resources; Augmenting Antarctica
  • Emma Schranz – Communication with Atypical Breast Cancer Patients
  • Ravi Ratnam – Exploring NZ Student Perceptions of Scientific and Cultural Knowledge

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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