Within the research framework programmes, the European Commission's interest in societal issues pertaining to science and technology has been increasing over time. An important step in this direction has been taken with the establishment during the Seventh Research Framework Programme (FP7) of the theme "Science in Society" (SiS) in the Specific Programme "Capacities". From this perspective, the theoretical and practical horizon of science and technology (S&T) socialisation discussed in this issue of JCOM fits well with the SiS strategy. In fact, S&T socialisation refers, on the one hand, to
Research systems are increasingly required to be more practically oriented and to address issues which appear more promising in economic and social results, with special reference to trans-disciplinary research fields, such as nanotechnology or ICTs; policy makers show a sharp tendency to establish research priorities and to drive research systems; universities and research institutions are asked to be more transparent and open to dialogue with social actors on contents, impacts, ethical implications and practical applications of scientific and technological research. These transformations
Scientific communication also pertains to the domain of society, where the formation of public opinion about science and technology is taking place. Concerning this process, two main points are exposed in the commentary. The first is a proposition on how the public as a social category may be conceptualized, and the second is the extent of the participation of members of the public in strengthening socialization and democratization practices in new, highly complex, contexts of scientific research. The public is conceptualized to include all citizens no matter their professional origin
Whether we like it or not, and how many difficulties this may pose, scientific research and technology are becoming the “property” of everybody and increasingly will become subject of public guidance and political decision making. Socialization happens because what people think, want and do has become central to the development of science and technology. Socialization of research is simply happening because it is the development characteristic of a society in which knowledge is becoming the main driving force. And just like in agricultural or industrial societies in the past it leads to (re-
Technoscience is deeply linked to national cultures across terrains as diverse as medicine, agricultural biotechnologies, ICTs, energy technologies, etc. Understanding the cultural dimension of technoscience is vital for the project of socialisation. This project should be embedded in technological and political cultures, taking variation in cultural approaches to technoscience, national identity and political decision-making seriously. Socialisation of science and technology in Europe should therefore approach socio-technical developments in a way that allows for the emergence of
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TEAM MEMBERS:
Erik Aarden
resourceresearchProfessional Development and Workshops
Effective training in key communications skills is critical for successful public engagement. However, what are the secrets to designing and delivering an effectual training course? This paper outlines key findings from a research study into communication training programmes for public engagement with STEM (science, technology, engineering and mathematics). The research focused on training in direct communication methods, (as separate from media training) and encompassed both trainers and trainees, the latter group spanning across both scientists and explainers. The findings indicated that
In this article, we invite you to expand your vision of what it means to work at the intersections of formal and informal science and literacy education by describing how educators have collaborated to create programs that blend science and literacy in schools, in museums, and across these two spaces. In 2012, K–12 teachers from the National Writing Project (NWP) began working with the Association of Science-Technology Centers (ASTC) and science museum educators in the National Science Foundation–funded Intersections project, which is being evaluated by Inverness Research. NWP is a network
This chapter reviews four projects that reflect the principles of design-based implementation research (DBIR) in an effort to highlight a range of relevant theoretical and methodological perspectives and tools that can inform future work associated with DBIR.The goal of this chapter is to highlight a range of relevant theoretical and methodological perspectives and tools that can inform future work associated with design-based implementation research (DBIR). As Penuel, Fishman, Cheng, and Sabelli (2011) described, DBIR entails engaging “learning scientists, policy researchers, and
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Jennifer RussellKara JacksonAndrew KrummKenneth Frank
The MSc in Science Communication offered by the University of the West of England is taught in short three day blocks, designed specifically to cater for both full and part time students wishing to combine work and study effectively. Started in 2004, the programme emphasises the development of practical skills as well as developing a wider understanding of the key issues facing science communicators today. With this in mind, workshops explore theory and practice, considering the potential of a range of creative, targeted and innovative opportunities to enable greater community participation in
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Clare WilkinsonKaren BultitudeEmma Weitkamp
The multidisiciplinary Master’s Degree Program in Scientific and Cultural Communication (MDCC) began in the first semester of 2007. It is offered by the Laboratory of Advanced Studies in Journalism (Labjor) of the Creativity Development Nucleus (NUDECRI) and by the Institute of Language Studies (IEL), both of which are entities the State University of Campinas (UNICAMP). The program is also supported by the Department of Scientific and Technological Policy (DPCT) of the Geosciences Institute (IG) and by MediaTec – Media and Communication Technologies Laboratory of the Multimedia Department
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Carlos VogtMarcelo KnobelVera Regina Toledo Camargo
The Masters (MSc) in Science Communication at Dublin City University (Ireland) draws on expertise from several disciplines in human and physical sciences. The programme takes a broad view of communication that includes the various kinds of interaction between institutions of science and of society, as well as the diverse means of exchanging information and ideas. Nearly 200 students from a wide variety of backgrounds have completed the programme since its start in 1996, and they work in many different types of employment, from information and outreach services, to science centres, to
The concept of a project often corresponds to its history. In particular, you can identify this when you reconstruct, through the memories of its main players, the history of the oldest and longest-running Italian training school of science communication – the Master’s Degree in Science Communication – which has been held for sixteen years now at the Interdisciplinary Laboratory of the International School for Advanced Studies (SISSA-ISAS) of Trieste.