Communicating modern biotechnologies is certainly no easy task. To tackle such a complex and future-oriented assignment, help may arrive, paradoxically, from the past, from ancient rhetorical tradition, and in particular from Aristotle, the most renowned rhetoric teacher of all time. In his Rhetoric, Aristotle suggested that to be persuasive speakers should make use of widely accepted opinions (endoxa), i.e. the common sense shared by all. Common sense is expressed in common truths and value-laden maxims. Common sense, however, is not flat but dialectical, in that it includes contrasting
This paper is concerned with the interactions between information technology and the humanities, and focuses on how the humanities have changed since adopting computers. The debate among humanists on the subject initially focuses on the alleged methodological changes brought about by the introduction of computing technology. It subsequently analyses the changes in research that were caused by IT not directly but indirectly, as a consequence of the changes effected on society as a whole. After briefly summarising the history of the interactions between information technology and the humanities
This paper is concerned with the interactions between information technology and the humanities, and focuses on how the humanities have changed since adopting computers. The debate among humanists on the subject initially focuses on the alleged methodological changes brought about by the introduction of computing technology. It subsequently analyses the changes in research that were caused by IT not directly but indirectly, as a consequence of the changes effected on society as a whole. After briefly summarising the history of the interactions between information technology and the humanities
Popularising mathematics requires a preliminary reflection on language and terms, the choice of which results from underlying dynamics. The aim of this article is to start an overall analysis of the conditions influencing this linguistic choice.
According to Einstein’s renowned declaration, for those who believe in physics – or, more precisely, in its capability to offer a “scientific” representation of the world – the distinction between present, past and future is just “an illusion, though obstinate”. If we consider an effective analogy by Mauro Dorato, we can state that those who agree with the famous German scientist will recognize in the present, past and future a relationship very similar to that between “here” and “somewhere else” – in other words, the present is just a located moment and has no privileged status. In other
What may be defined as the "standard model" of the public communication of science began to develop in the second half of the nineteenth century, gained a clear structure (especially in an Anglo-Saxon context) in the first three decades of the twentieth century and dominated until the nineties. Roughly speaking, the model tends to describe science as a compact social (and epistemic) corpus, largely separated from the rest of society by a type of semipermeable membrane. That is, information and actions can flow freely from science to the rest of society (through the application of technologies
AAAS describes public engagement with science as intentional, meaningful interactions that provide opportunities for mutual learning between scientists and members of the public. Through the Alan I. Leshner Leadership Institute for Public Engagement with Science, AAAS empowers scientists and engineers to practice high-impact public engagement by fostering leaders who advocate for critical dialogue between scientists and the public and lead change to enable their communities, institutions, and others to support public engagement. This report, with additional work on understanding mechanisms for
The Nanoscale Informal Science Education Network (NISE Network) is a national infrastructure that links science museums and other informal science education organizations with nanoscale science and engineering research organizations. The Network’s overall goal is to foster public awareness, engagement, and understanding of nanoscale science, engineering, and technology. As part of the front-end effort, this report, Part IIB, documents 19 nanoscale STEM programming, media, and school-based projects that have been completed or are in development as of 2005.
With support from the National Science Foundation, Denver Museum of Nature and Science and Thomas Lucas Productions have produced a planetarium show entitled, Black Holes: The Other Side of Infinity. The 20-minute full-motion program uses scientific simulations and data-based animations to illustrate the death of stars and the birth and characteristics of black holes.
Multimedia Research implemented a one-group pretest-posttest summative evaluation focused on appeal to and impact on upper elementary school students. Participating fourth graders (n = 104) and fifth graders (n = 64) were
It is often said that a new era is beginning, one that is founded on knowledge, thus envisaging a new society, founded on information. Meanwhile, technological innovation already characterises our daily lives and our vision of the world: no past generation saw their surroundings change so quickly and deeply as we do.
With funding from the National Science Foundation, NOVA/WGBH Boston with the participation of 14 U.S. and 4 international science museums have produced an IMAX/OMNIMAX film titled, Special Effects. The 40-minute film shows the techniques and methods that special effects filmmakers use to create movie illusions. Multimedia Research implemented a summative evaluation with students focused on the following major outcomes: To what extent did the program appeal to student viewers? To what extent did the program achieve its intended viewing goals? Did the implementation of school-based activities
The impact of four half-hour science programs aired on commercial children's radio was assessed by Dr. Barbara Flagg of Multimedia Research in a causal-comparative between-groups study with prebroadcast and postbroadcast questionnaires. Of 253 fourth graders, 34% listened to one or more shows of the Kinetic City Super Crew series. Significantly more girls listened than boys. Listeners and Non-listeners did not differ on background variables of ethnic status, science attitudes, science reading and television viewing, and participation in seven of eight common at-home science activities