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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

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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

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any longer• Multinational companies export this

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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


Funders of scientific research should help scientists communicate with a nsp

16% strongly agree

54% agree


7% disagree


3% don’t know


Engaging nsp in science is personally rewarding:

11% strongly agree

52% agree


6% disagree


9% don’t know


Engaging nsp in science is best done by senior researchers:

4% strongly agree

19% agree


42% 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


10-year-olds’ drawings From children’ book


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

http://www.tsn.org.uk/

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

[email protected]

which side of the fence will you sit on in the future ?

http://uk.youtube.com/climate camp. environmental catastrophe looms > say ‘no’ to dhmo <...

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