Science Communication
LOLO.00.037
www.ut.ee/BG/scom
Session 3
Presentations
Presentations
• Each person has the opportunity to make a little
presentation and show an optical illusion.
• The task is to introduce, show and help the
audience to appreciate the optical illusion. But
please keep it simple and you are welcome to make
it fun.
• I would like to recommend we follow the sequence
on the register so that we have a mix of
presentations from participants from different
faculties.
Outcomes from Questionnaire
I now invite you to examine the outcomes of your
preferences in responding to the questionnaire in
session 1. I recommend you undertake this as group
work with 3-4 persons per group.
As the focus of attention is the outcomes in general
(rather than individual responses), I present you with
bar charts of the outcomes.
• What do the bar charts tell you?
• Are you able to summarise the messages conveyed ?
Your Task
• Discuss the outcomes as illustrated by the bar
charts. (I recommend we omit items 5, 6 and 7
from the discussion for the moment).
• Following the discussion, one member selected
from your group will be asked to present the
group deliberations/conclusions to the rest of the
class.
Agreement/Disagreement on
Questionnaire Items
• It seems there is general agreement in items 3,
4, 12, 13, 14 and 15.
• It seems there is much disagreement in items 1,
5, 6, 7 and 8.
• Uncertainty is a feature in items 1, 2, 7, 9 and10.
Interpretation Qu 1
• There is disagreement as to the tentative nature
of science (A, B, H)
• Science is based on complex theories (D)
• There is uncertainty as to whether scientists bow
to power or status ? (E)
• There is uncertainty as to whether scientists like
large paradigm shifts or unfamiliarity ? (F, C)
• Scientists do not use intuition in making
judgements (G)
Interpretation of Qu 2
• Science is not value free (A, B)
• Are scientists responsible for their
actions? (C)
• Should scientists work under a code of
conduct ? (A, B, C)
Interpretation of Qu 3
• Scientists mainly use imagination in their
work (A,B)
• Is the use of imagination unscientific?
(C,D)
• Can imagination be reliable ? (E)
Interpretation of Qu 4
• Does science proceed by revolutionary
changes ? (A)
• Are theories permanent? (B)
• Are theories evolved rather than replaced?
(C)
Interpretation of Qu 8
• Do beliefs influence observations ? (A,B)
• Is it true scientists do not hold the same ideas?
(C)
• Are observations what we see – we all see the
same ? (D)
• Does the use of different methods lead to nonbias observations? (E)
Interpretation of Qu 9
• Is there one scientific method, a number of
methods, or no such thing as a method?
(A, B, C, D, E)
• Most scientist use a logical method (B)
• Is the scientific method used to verify
results? (F)
Interpretation of Qu 10
• Which is it – students should or should not
learn the procedure of the scientific
method ? (A, B, C,D, E, F, G, H, I)
• Can you agree with B and I?
Interpretation of Qu 11
• This question links to Qu 8
• Does being careful mean students will get
the same findings ?(A, B, C)
• Observations are influenced by
preconceptions (D, E)
Interpretation of Qu 12
• A question with strong agreement among
the group, especially for items A and C.
• Why is it that scientific knowledge may
change ? (A, B).
• What is the relationship between scientific
knowledge and truth ?
Interpretation of Qu 13
• Another question with strong agreement across
the group.
• Learning the definitions of and the relationships
between hypotheses, theories and laws are
necessary components of school science
courses (A, B).
• So what are you suggesting about the nature of
science and learning scientific facts?
Interpretation of Qu 14
• Should scientists have a conscience ? (A,B, C)
• But we realise that scientific research cannot be
divorced from socio-cultural values (B, C). And
hence science courses can involve personal beliefs
and value-choices (E and G).
• Is the Nature of Science (and hence scientific
research) bound by societal considerations? (E,F)
Interpretation of Qu 15
• The Nature of Science relates to personal
conscience (A) and hence socio-cultural values
(C).
• The Nature of Science cannot be detached from
personal beliefs or subjective values? (E,F)
• But should the Nature of Science be about
pursuing the truth ? (G)
Homework
• Please read through and respond to the
questionnaire given (Please write your name on
the questionnaire so that I can collect your
responses).
• In responding, you can consult others if you so
wish.
• The focus of interest is whether there is
concensus. Do we have common agreement.
• My Prediction – there will NOT be consensus
(unless you contrive to make this so).
• Exploring scientific inferences and
explanations further
• Using an historical perspective
Crime against Plants
Crime scenes investigations are useful for
showing how science can explain past events.
Hypotheses
• Historical science is just as valid as experimental
science.
• Science deals with natural patterns and
mechanisms.
• Scientific knowledge is uncertain, tentative and
subject to revision.
From inferences to explanation
Look at the following pictures given related to the
‘crime’ against the plant.
Can you – determine the ‘crime’ against the plant
and your hypothesis as to how the cause of events
probably occurred ?
More information available from
http://www.indiana.edu/~ensiweb/lessons/plcr.les.html