Science and Technology Education and Communication: Seeking Synergy (INTERNATIONAL TECHNOLOGY EDUCATION SERIES Book 15)

Science & technology education on the one hand, and communication on the other, are, to a large extent, still separate worlds and many opportunities for synergy and cross-fertilisation are yet unused. This divide is unfortunate, since educators need communication skills and communicators often use aspects of education in their strategies. Moreover, innovation processes in both domains ask for education and communication insights and skills. Therefore, scholars and practitioners in both domains must seek connections and synergy by exchanging insights and ideas. This book discusses the shared aims of science & technology education and communication, such as science literacy and engagement, as well as common processes and challenges, such as social learning, social design and professionalisation, and assessment. Aims, processes, and challenges that inspire, enhance and deepen the education and communication synergy from a theoretical and practical side. If one reads the various chapters and reflects on them from one’s own perspective as a scholar or practitioner, the question is no longer if cross-fertilisation and synergy are needed, but when are we seriously going to take up this challenge together. This book aims to initiate the dialogue that the situation in the development of the topic requires at this point. CONTENTS 6 PREFACE 8 1. SCIENCE AND TECHNOLOGY EDUCATIONAND COMMUNICATION: Seeking the Connections 10 INTRODUCTION 10 A PRACTICAL REASON FOR SEEKING EDUCATION-COMMUNICATION CROSSOVERS 10 A BROADER CONTEXT 11 EDUCATION AND COMMUNICATION AS DIFFERENT WORLDS 12 CONNECTIONS BETWEEN SCIENCE AND TECHNOLOGY EDUCATION AND COMMUNICATION 13 SCIENCE AND TECHNOLOGY AS A CHALLENGING CONTENT 14 THE STRUCTURE OF THIS BOOK 14 SECTION 1: AIMS 16 2. TAKING A BICYCLE RIDE INTO THE VIRTUAL WITH SIMONDON, DELEUZE AND GUATTARI 17 INTRODUCTION 17 A NUMBER OF (UN)RELATED (CO)INCIDENCES 17 A BRIEF BUT NECESSARY EXCURSUS INTO THE CONCEPT OF DETERMINISM 19 REDUX: CONSIDERING THE EMERGENCE OF THE BICYCLE 24 A FEW PARTICULAR SUPERABUNDANT FUNCTIONS TO EMERGE AS A RESULT OF THE EVOLUTION OF THE BICYLCLE 28 Social Movements of the Bicycle 28 IMPLICATIONS FOR SCIENCE AND TECHNOLOGY COMMUNICATIONS: NOT SO MUCH WHAT IS TECHNOLOGICAL OR SCIENTIFIC LITERACY, MORE ABOUT WHERE IS TECHNOLOGICAL OR SCIENTIFIC LITERACY? 30 NOTES 33 REFERENCES 33 3. CROSSING A THRESHOLD 35 INTRODUCTION 35 THE AIMS OF SCIENCE COMMUNICATION AND SCIENCE EDUCATION 36 THE RELEVANCE OF ENGAGEMENT TO BOTH FIELDS 37 Participation 37 Behavioural Dimensions 38 Context 38 THRESHOLD CONCEPTS 39 Transformative 39 Irreversible 40 Integrative 41 Bounded 41 Potentially Troublesome 42 LIMINALITY – MAKING MEANING OF BEING ‘STUCK’ 43 A WAY FORWARD 44 Superordinate Goals 45 Using the Common Challenge of Scientific Literacy 46 REFERENCES 49 4. MOTIVATING ENGAGEMENT 54 INTRODUCTION 54 THE MEANING OF ENGAGEMENT 54 Engagement in Science Communication 54 Engagement in Science Education 56 THE OBJECTIVES OF ENGAGEMENT 57 Objectives in Science Communication 57 Objectives of Science Education 61 THE ACTORS IN ENGAGEMENT 62 Actors in Communication 62 Actors in Science Education 64 WAYS OF ENHANCING ENGAGEMENT 65 Paradigm Shift in Science Communication 65 Is the Practical Application of the Participatory Model Possible? 66 Strategies for Enhancing Engagement in Science Education 67 CONCLUDING REMARKS 69 REFERENCES 70 5. A CROSS DISCIPLINARY EMBODIMENT: Exploring the Impacts of Embedding Science Communication Principles in a Collaborative Learning Space 74 INTRODUCTION 74 WORKING TOGETHER 75 STUDY’S IMPLICATIONS 76 CONTEXT: WHY GENETIC ENGENEERING? 77 CASE STUDY INTERVENTION: ‘GENETIC ENGINEERING FILM COMPETITION’ 79 Workshop 1 79 Film Submission and Judging 80 Workshop 2 81 Pupil learning 82 Participants’ Background Knowledge and Interest 82 Changes in Knowledge and Understanding 84 Attitudes and values 86 Enjoyment, Inspiration and Creativity 89 NOTES 89 REFERENCES 90 SECTION 2: PROCESSES 92 6. COMMUNICATION AND SOCIAL LEARNING: The Significance of Silence 93 INTRODUCTION 93 SOCIAL LEARNING: ISSUES, RELATIONS, AND PROCESS 94 THE CONCEPT OF SILENCE 96 SILENCE WITH REGARDS TO CONTENT, RELATIONS AND PROCESS 99 Silence with Regards to the Content of Social Learning 99 Silence about Contentious Issues 100 Silence with Regards to Relational Dimension of Social Learning 102 Silence with Regards to the Process of Social Learning 106 CONCLUSION 108 REFERENCES 109 7. A PEDAGOGY TO EDUCATE NOVICES TO PROFESSIONALIZE: On the Crossroad of Science and Technology Education and Communication 112 INTRODUCTION 112 Developments in STE and STC 112 The Case of Delft University of Technology 114 Objective of the Chapter 115 Structure of the Chapter 115 CONCEPTUAL FRAMEWORK 115 Views on Professionalization 116 Models of Professional Growth 116 Reflection during the Professionalization Process 118 Professional Identity Development 119 Our Adapted Model of Professional Growth 121 PEDAGOGIES FOR PROFESSIONALIZATION OF STE AND STC PRACTITIONERS IN THE INDUCTION STAGE 123 Starting STE and STC Practitioners in the Induction Stage 124 Experiences of STE and STC Students in the Perspective of the Adapted Model of Professional Growth 125 Implications for Our Pedagogical Approach towards Both Groups 125 Final Set-up of the Professionalization Course 126 PDP: Exploring the concepts of the model from a personal perspective 126 The interview: Putting concepts into practice 127 Cooperation in a Personal Learning Community (PLC): Getting solutions to a personal learning question 127 Exploring and linking relevant concepts 127 Specific issues per group 127 REFLECTION ON THE CASE OF DELFT UNIVERSITY OF TECHNOLOGY 128 The Process of Developing the Course 128 Added Value of Cooperation of STE and STC for Students? 129 Added Value of Cooperation of STE and STC for the Staff Members? 130 DISCUSSION 131 REFERENCES 132 8. INNOVATION IN SCIENCE AND TECHNOLOGY EDUCATION AND COMMUNICATION THROUGH DESIGN THINKING 134 INTRODUCTION 134 EDUCATION AND COMMUNICATION IN SOCIAL SYSTEMS 134 Ill-defined 135 Social Systems 136 DESIGN THINKING 137 Philosophy of Design 137 Social Design 139 An Engineering Approach for Science and Technology Education and Communication 140 DESIGN METHODOLOGY 144 The Delft Approach for Communication Design for Innovation 145 INNOVATION 147 Social Learning 147 Innovation Space 148 REFERENCES 148 9. RRI BRIDGES SCIENCE EDUCATION AND COMMUNICATION: The Innovator’s Perspective 151 INTRODUCTION 151 BACKGROUND 152 INTRODUCTING SOCIO-TECHNICAL INTEGRATION RESEARCH 154 LOOKING AT STIR FROM STE AND STC PERSPECTIVES 155 From Knowledge Containers to Open Discussion Forums 155 The Power of Silence in RRI 156 Crossing Another Threshold 157 Public Engagement with Science? 159 Bridging STE and STC: Engaging Scientists and Teachers, Rather Than Publics and Students? 161 Informal Professionalization? 162 CONCLUDING REMARKS 163 REFERENCES 164 10. ASSESSMENT 167 INTRODUCTION 167 BACKGROUND: DEFINITION, CONTEXTS, GOALS AND METHODS ASSESSMENT 168 WHO AND WHAT ARE ASSESSED IN SCIENCE COMMUNICATION? 171 ASSESSMENT OF SCIENTISTS WITHIN THE CONTEXT OF SCIENCE COMMUNICATION 173 Attitudes: Affective Aspects and Reflection 174 Knowledge 174 Participation 175 Identity 176 Approaches 176 THINKING MORE BROADLY ABOUT WHAT ASSESSMENT CAN PROVIDE 179 Evaluation of Media Training for Scientists 179 CONSIDERATIONS FOR ASSESSMENT IN THE CONTEXT OF SCIENCE COMMUNICATION 183 CONCLUDING REMARKS 184 NOTES 185 REFERENCES 185 11. COLLABORATION OF SCIENCE AND TECHNOLOGY EDUCATION AND SCIENCE AND TECHNOLOGY COMMUNICATION IN THE CONTEXT OF INNOVATION IN SCIENCE EDUCATION: The Case from the Engage Project 190 INTRODUCTION 190 THE ENGAGE PROJECT 190 COLLABORATION AT DOMAIN LEVEL 191 COLLABORATION FOR TEACHERS PROFESSIONAL DEVELOPMENT: THE TRANSFORM STAGE 194 Transform Stage: A Natural Bridge between STE and STC 195 EVALUATION AT THE TRANSFORM STAGE: COLLABORATIVE WORK OF SCIENCE EDUCATORS AND SCIENCE COMMUNICATORS 197 COLLABORATION IN INITIAL TEACHER TRAINING: ONE MORE BRIDGE 199 CONCLUSIONS 200 ACKNOWLEDGMENTS 200 REFERENCES 201 Front Matter....Pages i-viii Science and Technology Education and Communication....Pages 1-6 Front Matter....Pages 7-7 Taking a Bicycle Ride into the Virtual With Simondon, Deleuze and Guattari....Pages 9-26 Crossing a Threshold....Pages 27-45 Motivating Engagement....Pages 47-66 A Cross Disciplinary Embodiment....Pages 67-84 Front Matter....Pages 85-85 Communication and Social Learning....Pages 87-105 A Pedagogy to Educate Novices to Professionalize....Pages 107-128 Innovation in Science and Technology Education and Communication through Design Thinking....Pages 129-145 Rri Bridges Science Education and Communication....Pages 147-162 Assessment....Pages 163-185 Collaboration of Science and Technology Education and Science and Technology Communication in the Context of Innovation in Science Education....Pages 187-199