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
In the last decades, production of science and technology as well as science-society relationships started changing rapidly. Research is asked to be more effective, fast, accountable, trans-disciplinary, result-oriented, policy-driven and able to generate benefits for people and firms in the short and middle run. While a strong intensification of science-society relationships is occurring, an increasing number of actors and stakeholders are involved in research production. At the same time, pervasiveness of technology is rendering users an active part in technological development; economic and
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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TEAM MEMBERS:
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 Ross Sea Project was a Broader Impact projects for an NSF sponsored research mission to the Ross Sea in Antarctica. The project, which began in the summer of 2010 and ended in May 2011, consisted of several components: (1) A multidisciplinary teacher-education team that included educators, scientists, Web 2.0 technology experts and storytellers, and a photographer/writer blogging team; (2) Twenty-five middle-school and high-school earth science teachers, mostly from New Jersey but also New York and California; (3) Weeklong summer teacher institute at Liberty Science Center (LSC) where teachers and scientists met, and teachers learned about questions to be investigated and technologies to be used during the mission, and how to do the science to be conducted in Antarctica; (4) COSEE NOW interactive community website where teachers, LSC staff and other COSEE NOW members shared lesson plans or activities and discussed issues related to implementing the mission-based science in their classrooms; (5) Technological support and consultations for teachers, plus online practice sessions on the use of Web 2.0 technologies (webinars, blogs, digital storytelling, etc.); (6)Daily shipboard blog from the Ross Sea created by Chris Linder and Hugh Powell (a professional photographer/writer team) and posted on the COSEE NOW website to keep teachers and students up-to-date in real-time on science experiments, discoveries and frustrations, as well as shipboard life; (7) Live webinar calls from the Ross Sea, facilitated by Rutgers and LSC staff, where students posed questions and interacted directly with shipboard researchers and staff; and (8) A follow-up gathering of teachers and scientists near the end of the school year to debrief on the mission and preliminary findings. What resulted from this project was not only the professional development of teachers, which extended into the classroom and to students, but also the development of a relationship that teachers and students felt they had with the scientists and the science. Via personal and virtual interactions, teachers and students connected to scientists personally, while engaged in the science process in the classroom and in the field.
This article reviews how the relationship between computer games and learning has been conceptualized in policy and academic literature, and proposes a methodology for exploring learning with games that focuses on how games are enacted in social interactions. Drawing on Sutton-Smith's description of the rhetorics of play, it argues that the educational value of games has often been defined in terms of remedying the failures of the education system. This, however, ascribes to games a specific ontology in a popular culture that is defined in terms of its opposition to school culture. By
Both in common parlance and within the academy, the word “learning” has broad and varied meanings. On the street, we apply the same term to a child who, as a result of bitter experience, will no longer tease an older, tougher peer, and to those who achieve the highest Latinate degrees after many years of study at the University. In the field of psychology, “learning” was the major topic in America for fifty years, before it was replaced and almost consigned to oblivion, courtesy of the “cognitive revolution” of the 1960s (Gardner 1985). Now, with study becoming a lifelong enterprise, and with
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TEAM MEMBERS:
Margaret WelgelCarrie JamesHoward Gardner
This paper presents research on parent support of the development of new media skills and technological fluency. Parents' roles in their children's learning were identified based on interviews with eight middle school students and their parents. All eight students were highly experienced with technology activities. Seven distinct parental roles that supported learning were identified and defined: Teacher, Collaborator, Learning Broker, Resource Provider, Nontechnical Consultant, Employer, and Learner. The parents in this sample varied in their level of technological knowledge, though in every
In 2007, Carnegie Corporation of New York joined with the Institute for Advanced Study to create a commission, comprised of some of our nation’s most distinguished mathematicians, scientists, educators, scholars, business leaders, and public officials, to assess not only the current state of math and science education in the U.S. but also how to enhance the capacity of our schools and universities to generate innovative strategies across all fields that will increase access to high-quality education for every student in every classroom.
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Carnegie Corporation and the Institute for Advanced Study
This report focuses on the use of games as resources to support the educational aims, objectives, and planned outcomes of teachers who understand that games are an important medium in contemporary culture and young people's experiences. The report provides an assessment of game-based learning in UK schools. It is intended to test out the hype and enthusiasm for using games in education and to identify a sensible rationale and practical strategies for teachers to try out games in the classroom.