Chantal Barriault

Recherches

Chantal Barriault est directrice du programme d’études supérieures en communication scientifique, offert conjointement par Science Nord et l’Université Laurentienne à Sudbury, en Ontario. Ses recherches portent sur la compréhension et l’évaluation de l’incidence des stratégies de communication scientifique par l’application des théories de l’apprentissage et des sciences cognitives à des environnements d’apprentissage informels. Sa thèse de doctorat a porté sur l’expérience d’apprentissage des visiteurs de zoos et d’aquariums afin de déterminer l’incidence des expositions d’animaux vivants sur leur apprentissage. Mme Barriault s’est jointe au corps professoral de l’Université Laurentienne en 2013. Elle a débuté sa carrière en communication scientifique dans les salles d’exposition de Science Nord, où elle a élaboré et animé des programmes éducatifs, des formations pour les enseignants, des spectacles scientifiques et des expositions scientifiques. Elle a également élaboré et dirigé les évaluations des expositions et des programmes de Science Nord, ainsi que leurs études sur l’incidence de ces activités sur l’apprentissage.

Publications

McNeil, L., Barriault, C., Farooqi, B., Black, I., Pegoraro, A. and Merritt, T. (2024) "The power of dinosaurs: Lessons learned from the sharing of #SciArt on Twitter"., Journal of Science Communication, 23 (05), A05. https://doi.org/10.22323/2.23050205

Reid, M. and Barriault, C. (2023). “The Communicating with Intent Framework”. In S. Rowland and L. Kuchel (Eds.)., Teaching Science Students to Communicate: A Practical Guide. Springer Nature.

Lau, C., Barriault, C., and Krolik, J. (2022). Evaluating the Impact of a Comprehensive Canadian Science-Art Residency Program on the Participating Scientist, Artist and the Public. Frontiers in Education. 6:690489. doi:10.3389/feduc.2021.690489

Richard, K., Pisani, K., and Barriault, C.L. (2022). Evaluating Changes in Experimentation, Critical Thinking, and Sense of Wonder in Participants of Science North’s In-School Outreach Programs. Frontiers in Education. 7:675306. doi.org/10.3389/feduc.2022.675306

Longnecker, N., Barriault, C., Lykke, M., & Solis, D. H. (2022). Editorial: Learning science in out-of-school settings. In N. Longnecker, D. H. Solis, C. L. Barriault, & M. Lykke (Eds.), LEARNING SCIENCE IN OUT-OF-SCHOOL SETTINGS (Vol. 7, pp. 5-8). Frontiers Media. Frontiers in Education https://doi.org/10.3389/feduc.2022.983325

Nesseth, N.M., Henson, A.M., and Barriault, C.L. (2021). A Framework for Understanding the Nature of Questions Asked by Audience Participants at Science Cafés. Frontiers in Education. 6: 674878. doi:10.3389/feduc.2021.674878

Machado Corral, S., Monteiro, P.H.N., Pisani, K., and Barriault, C.L. (2021). Facilitators Improve the Learning Experience of Visitors to a Science Centre. Frontiers in Education. 6:675124. doi:10.3389/feduc.2021.675124

McDonald, L., Barriault, C. Merritt, T. (2020). The Effects of Gender Harassment on Science Popularization Behaviors. Public Understanding of Science. Vol. 29(7), 718–728.

Harlow, D. B., Hansen, A., Nation, J., Skinner, R., Puglar, J., Spina, A., McLean, M., Barriault, C. & Prud’homme-Généreux, A. (2020) “Creating STEM Learning Opportunities through Partnerships”. In C. C. Johnson, M. J. Mohr-Schroeder, T. J. Moore, L. D. English (Eds.)., Handbook of Research on STEM Education. Routledge.

Barriault, C. & Rennie, L. (2019) The Development of a Standardized Assessment Framework for Animal Exhibits, Visitor Studies, 22:1, 21-42, DOI: 10.1080/10645578.2019.1603737

Barriault, C. (March 2014). Assessing Visitor Learning in Zoos and Aquaria: A Revised Framework., National Association of Research in Science Teaching Annual Conference, Conference Proceedings. Pittsburgh, PA: NARST

Barriault, C., Pisani, K., & Henson, A. (2011). The Wildlife Rescue Traveling Exhibit: An Evaluation of the Visitor Learning Experience.   Retrieved July 6, 2014, 2014, from http://sciencenorth.ca/internationalsales/index.aspx?id=3923

Spoel, P. and Barriault, C. (2011) “Risk Knowledge and Risk Communication: The Rhetorical Challenge of Public Dialogue.” In. D. Starke-Meyerring, A. Paré, N. Artemeva, M. Horne, and L. Yousoubova (Eds.), Writing (in) the Knowledge Society. (pp. 87-112). West Lafayette, IN: Parlor Press and Fort Collins, Colorado: The WAC Clearinghouse.

Barriault, C., & Pearson, D. (2010). Assessing exhibits for learning in science centres: A practical tool. Visitor Studies, 13(1), 90-106

Barriault, C. (2001). “The learning experience in the Nature Exchange”.  In S. Errington, S.M. Stocklmayer  & B. Honeyman (Eds.), Understanding museums to popularise science and technology (pp. 19-22). London, UK: Commonwealth Secretariat

Barriault, C. (1999). The science centre learning experience: A visitor-based framework Informal Learning Review (Vol. 35, pp. 14-16)