http://uk.youtube.com/climate camp. environmental catastrophe looms > say ‘no’ to dhmo <...
Post on 17-Dec-2015
217 Views
Preview:
TRANSCRIPT
http://uk.youtube.com/climate camp
Environmental Catastrophe looms > SAY ‘NO’ TO
DHMO <• FACT: THIS SUBSTANCE CONTRIBUTES TO THE GREENHOUSE EFFECT
• FACT: THIS SUBSTANCE CONTRIBUTES TO SOIL EROSION WHICH KILLS THOUSANDS EACH YEAR
• FACT: CONTAMINATION IS WORLDWIDE• FACT: IT IS PRESENT IN EVERY STREAM, LAKE AND
RESERVOIR ACROSS THE U.S.A.• FACT: SUBSTANTIAL QUANTITIES FOUND IN
ANTARCTICA• FACT: DETECTED IN ALL VARIETIES OF TUMOR• FACT: EXPOSURE TO SOLID FORM CAN CAUSE
SEVERE TISSUE DAMAGE
> SAY ‘NO’ TO DHMO < More about DHMO
• The pollutant DHMO is ubiquitous• DHMO is otherwise known as
Dihydromonoxide• The threat is serious and widespread• We can’t afford to expose our children
any longer• Multinational companies export this
pollutant• Take action now: SIGN OUR PETITION
Say No to DHMO!
DiHydroMonOxide
H2O
the
Communication
which side of the fence do you sit on?
Introducing your host …
your Aperitif … why Communicate?
relationship between science and society is becoming strained
states, ideologies and civil society all increasingly wish to shape the research agenda and its future course
open and rational discourse between all communities and stakeholders becomes ever more important
and more scientifically literate citizens are a priority
and who pays your salary?!
What is communication
• print journalism• broadcast media• press and PR• museums• science centres• science policy• education
• science festivals• sci-Art• Science fiction• webdesign & multimedia• dialogue events• trade shows
Engagement with schools
• Many children hold a negative view of science and scientists
• These children will become adults who are likely to mistrust science
• Evidence supports the idea that many career choices are made by age 11yrs.
• Supply chain
Main CourseRoyal Society Survey, 2006 - current attitudes and practice among scientists with regard to science communication & public engagement
• Web-survey in 2006• 1485 research
scientists• 40 questions• Additional 41
interviews• http://
royalsociety.org/page.asp?id=3180
Importance (1-5), in your current post, to directly engage with Schools & School teachers:
14% - 15% - 21% - 30% - 20%How many times have you worked with teachers & schools:
None - 70%Once - 15%; 2-3 times: 10%; >4 times: 5%23% described this group as ‘the easiest to talk with’ (2nd only to popular science journalists)
13% described young people/teachers as ‘the hardest to talk with about your research’
Main Drawback (from a defined list):
29%, It takes up time better used on research
19%, There are no drawbacks
19%, It can send out the wrong messages
10%, it makes them a targetSecond main Drawback (from a defined list):
24%, there are no drawbacks
16%, it takes up time better used on research
16%, it can send out the wrong messages
14%, takes up time, better-spent on other non-rsearch activities & it makes them a target
In relation to other things in your working life, how important is it that you find the time to engage with the non-specialist public?
10% Not at all important
42% Not very important
21% Equally important
19% Fairly important
9% Very important
45% would like to spend more time engaging
41% content with the amount of time I spend
3% I would like to spend less time
11% Don’t know66% Scientists and engineers should engage more with the public
14% recognise the need to recruit more students
WHY ?
How much time engaging ?
Below are some things people have said about engaging with the non-specialist public about STEM …. do you agree / disagree
Scientists who communicate a lot are not well regarded by other scientists:
3% strongly agree
17% agree
22% neither agree/disagree
36% disagree
18% strongly disagree
3% don’t know
Below are some things people have said about engaging with the non-specialist public about STEM …. do you agree / disagree
Funders of scientific research should help scientists communicate with a nsp
16% strongly agree
54% agree
17% neither agree/disagree
7% disagree
1% strongly disagree
3% don’t know
Below are some things people have said about engaging with the non-specialist public about STEM …. do you agree / disagree
Engaging nsp in science is personally rewarding:
11% strongly agree
52% agree
21% neither agree/disagree
6% disagree
1% strongly disagree
9% don’t know
Below are some things people have said about engaging with the non-specialist public about STEM …. do you agree / disagree
Engaging nsp in science is best done by senior researchers:
4% strongly agree
19% agree
20% neither agree/disagree
42% disagree
12% strongly disagree
3% don’t know
38% felt ‘not well equipped’ to enage
73% had received ‘no training’ in communicating science
22% would feel encouraged to get involved if someone else initiated it / offered me the opportunity (top response)
>40% consider it fairly / very difficult to get involved in science engagement activities
Incentives - tasty little nuggets
More money - departments 81%Grants to cover staff time -78%Help with career – 83%HoD support - 73%
Awards for departments 56%; individuals 39%Funders should support - 62% net agreeSimplified grants - 75%Easier to get funds - 72%Other organised -69%
Leadership in individual universities/ other science institutions
64% I need to spend more time on my research
43% I need to spend more time getting funding for my
research
23% I need to spend more time teaching
22% I am too junior
What is stopping you from getting (more) involved in engagement ?
How children view scientists
10-year-olds’ drawings
How children view scientists
10-year-olds’ drawings From children’ book
How children view scientists
10-year-olds’ drawings
From children’ book
15-year-old:
“I know all about elements, compounds and mixtures and that atoms have little circles and dots and how to use a Bunsen burner but I don’t know what that has to do with anything.”
Time
• Could you make 4 visits to a school in 1 year?
• 1 day = 8 hours
• Make 4 x 2 hrs. visits to a school
• 1 day for planning time & travel
• Yes, by giving up just 2 days (out of 365)
your Dessert … a little sweetener?
towards a positive future …?
• Actively supportedby CE & CO
• Funded by the EU Science in Society programme
• Regional coordinatorsto help facilitate links
http://www.carboschools.org
towards a positive future …?
• ‘off-the-shelf’ experiments to use in school
• Existing projects for you to feed in to
• Make sustainable links
http://www.carboschools.org
•next PhD student?
•25% of young people agreed with the statement ‘school put me off science’
where is our next meal coming from?
after dinner drink … Engagement Environment
• Approx. 60% of UK and EU popns. Feel ‘scientists put too little effort into informing the public about their work’
• 59% young people view understanding the causes of CC as ‘very beneficial’
Challenging Science Culture
• Full support of middle management and HoDs towards engagement
• Not for everybody
• Transferable skills and a culture of engagement seen as ‘the norm’
• Communication Rewarded & Recognised
• Alongside publishing in high-impact Journals
TSN in 2008
• ‘Bottom-up’ organisation• 240 teachers• 80 scientists• 45 associates• Approx. 70 partnerships• Linking NRP with schools
in Norfolk & North Suffolk• Additional activities
www.tsn.org.uk• RIR
Scientists need to develop more effective ways to engage in
dialogue with the public
• To listen as well as to inform• To respond to concerns• To be honest and brave when
confronting contentious issues
Sir Paul Nurse (2004)
• Responsibility of research scientists to communicate to the rest of us the
excitement of making new discoveries and the importance &
implications of their work (House of Lords Science Committee – Science & Society, Feb. 2000)
• Science Education in schools can only benefit when teachers and pupils have
direct contact with professional scientists and the world of work
(David Moore, ASE Chief Executive, EiS, June 2002)
•supportive engagement
•Less well regarded by your peers
communication
phil.smith@bbsrc.ac.uk
which side of the fence will you sit on in the future ?
top related