Ird Handbook Science Educators

8/7/2019 Ird Handbook Science Educators

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Who is this

handbookfor?

Thi s handbookoffersthe essential inormation or devising

science outreach activities and practical

advice that each user can adapt to ft the

situation.

Thi s handbookcaTers forany person who wishes to organize events

or public understanding o science and

technology: researchers, engineers,

technicians, teachers, students,

journalists, cultural activity mediators,

who have little or no experience in such

projects.

This handbookhas been d

especially

to assist project initiators in the cou

o Arica taking part in the program

Promotion de la Culture scientifque

technique run by the Institut de Rec

pour le Dveloppement (IRD) at the

o the French Ministry o Foreign an

European Aairs.

Find our other guides or public

understanding o science on the W

www.latitudesciences.ird.fr


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chooseyour Tools

29 A workshop

31 A stand

33 A meeting with scientists

35 A feld excursion

37 A guided tour39 An interactive exhibition

41 Instruments and materials

43 Objects and documents

45 Science chests and games

implemenT ascienceouTr

acTiviTy

Preparation

48 Design your activity

49 Organize it

50 Set it up

51 Practise, practise

Now or the event

52 Greet the public

53 Run an interactive session

Assessment54 Evaluate the event

Contents science ouTreach acTiviTies7 Public understanding o science

9 What is a science outreach activity?

11 What are science educators or?

13 What qualities or disseminating

science?

The basics of science

ouTreachacTiv iT ies

17 Pride o place to the scientifc method

19 Know your public

21 Choose the right words and images

23 Launch questions and promptquestioning

25 Hands-on participants

contents


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Science

outreachactivities

definitions


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Public

understanding

of science


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What is it?

It is all the scientifc andtechnological knowledge acquiredand used by a person, whichenables him or her to understand theenvironment, act in everyday lie andthink about the major issues o theuture.

Who or?

Understanding o science andtechnology: a concern exclusively orresearch scientists, engineers andtechnicians?Not at all!

The sciences and technology playa crucial role in our everyday lives(health, ood, environment, transport,communications). Understandingthem so as to make better use othem is an issue or everybody!

definitions


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What is a science

outreach activity?


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It is a popularization programmeaiming to help a non-inormed publicdiscover, gain awareness o andunderstand science and technology.

It addresses the general public,dierent sections o society: children,

teenagers, men, women, schooleducated, illiterate.

And it can come to lie in arange o places: schools,primary or secondary,universities, leisure centres,museums, research laboratories,technical centres, local publichalls, public squares,natural sites.

definitions


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What are science

educators for?


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The science educators role:

creating understanding oscience and technology throughexhibitions, visits or opportunitiesto meet scientists;

presenting them or discussionin science cas, lectures or round-

tables;

introducing people to thescientiic method (observation,experimentation, analysis) bymeans o workshops, clubs or ieldexcursions.

Challenge and objective:

Scientiic and technologicalknowledge is complex. It is inconstant evolution and otenremains inaccessible or mostpeople. Science educators aremediators between the world oscience and the general public

and are there to makeaccess easier.

definitions


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What qualities

for disseminating

science?


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A rigorous approach and astrong aptitude or analysisto acquire the knowledge and

a good command o scientiicmethods.

An aptitude or communicationor capturing the publics attention.

A good listening abilityto adapt to the public, meet theirinterests, arouse their ideas.

A acility or explainingto make complex inormationeasy to understand.

A sense o organizationor planning and carryingthrough group activities.

And: a generous dose ocreativity!or designing appealingactivities.

definitions


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To open up access to scientific knowledge, the science educator does not merely simplify the

information. He creates a situation where the public can perform the same procedures as

scientists so everyone can understand and use the knowledge themselves.


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The basics of

science outreach

activities

thebasics


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Pride of place to the

scientific method


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Oering people a programme oactivities where they can:

- observe :describe, compare, classiy; - collect information: ind documentation,

pose questions, measure; - do experiments:make hypotheses, build

a protocol, do tests;

- analyse:interpret, summarize, drawconclusions;

- call into question: compare and contrast

ideas, check data, discuss.

Giving people the tools toapproach a subject in a reasonedobjective way and acquireautonomy to build up theirknowledge.

The scientifc method is a key process or understanding the world around us.Based on a rigorous logical approach, it comprises varied activities to buildup and test knowledge.

Introducing the public to the scientiic method means:

thebasics


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Know your public


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Beore introducing a scientif c concept to thepublic, assess everyones level o knowledge and

the way they think.

This will help you:

identiy what makes scientiic inormation diicult tounderstand;

ind the most convincing arguments and the best

suited activities; adjust the course o the event to the participants

progress.

How?

Ask questions about the way an instrum

works, for instance: How does a sun dial

Get people to draw or comment on a

diagram, for example: A bicycle mechan

Stimulate the audience to give explana

of phenomena, for example: Why does t

moon appear different from one night toanother?

Ask people to describe an experiment,

example: What happens when a lighted

is covered by a jar?

thebasics


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Choose the right

words and images


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Bringing complex scientif c inormation withineveryones grasp without distorting the meaning

is dif cult, but stimulating!

Mind your language:

use words that everybody can understand; choose simple but precise expressions rather than

complex scientiic terms and symbols; give brie, concrete and amusing explanations which

create the desire to understand rather than longaccounts that are overwhelming, intimidating andboring!

put orward examples, comparisons and pictures thepublic can relate to;

ormulate your words in dierent ways so thateveryone understands!

From the knownto the unknown

The scientifi c process founds

itself on the known to explore

the unknown.

So approach your subject

starting rom situations,

images and metaphors from

everyday lie to make thingseasier to understand!

thebasics


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Launch questions and

prompt questioning


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Challenging with questions is a good wayto help the public immerse themselves in thescientif c process.

Put a question in the right way and you can arousecuriosity, make people think, encourage them to makehypotheses. A way o attracting replies and openingdialogue.

Stimulate questioning rom the audience and helpparticipants use logic to f nd the answers.

Questions or:

Attracting attention: What happenswhen? What do you see? What have

you noticed?

Inspiring people to observe and

measure: How much? What size?

Suggesting comparisons: What is the

dierence between? Which is the mo

Urging the public to experiment:

How do you arrive at? Can you f nd away to?

Stimulating thought:

What has happened? What can we do?

Can you explain?

Encouraging a critical approach:

What do you think o? Do you agree

In your opinion?

thebasics


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Hands-on participants


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Oer activities in which participantscan practise science and technologyhands-on:

- give out instruments to operate,

- make equipment available orexperiments,

- propose surveys,

- organize team games,

- prompt contributions to discussions etc.

Take account o participantssuggestions. Motivate and guidethem without doing things orthem!

This active approach leads peopleto take initiatives. It developsconfdence, brings the pleasureo understanding, encouragesparticipants to build up theirknowledge themselves andexchange ideas.

Acquiring scientifc knowledge does not mean passively receivinginormation, but understanding, using and discussing it!

thebasics


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A successful science outreach activity is not just a matter of means. First you must find th

activity best adapted to your public and to the objective while judging its limits and streng

The activity will draw from the tools which inspire the publics curiosity and encourage pe

to engage in a scientific process. If some tools are expensive, borrow them or

make them yourself. Gradually those will make up the

supporting equipment for your campaigns.


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Choose

your tools

tools


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A workshop


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A workshop introduces people to the scientif c process through activities o discovery

or an in-depth study o a subject. E.g.: an association o amateur astronomers

organizes monthly workshops on telescope observation o the sky, or the general

public.

The club is a orm o workshop which brings together the same group o participants

or regular sessions around a def ned subject and the realization o a project.

Implementing a programme o activities.

Showing the scientif c method in action.

Creating cohesion in the group o participants.

1h30 on average, either occasional, regular (weekly or 1 year) or organized as a short

course (2 to 5 days).

All publics. Well suited or young people..

In cooperation with a scientif c advisor, devise a coherent schedule o activities.

Arrange or the necessary equipment and means.

Various activities can be carried out and combined during the sessions: games,

discussions, experiments, construction, observation, reerence searches, surveys, or

public presentation o an accomplished project.

The advice o

specialist in t

chosen eld is

for the succes

workshop.

Allow 1 educor a maximu

15 participan

to ensure that

workshop run

effectively.

Caution The advice o

specialist in t

chosen eld is

for the succes

workshop.

Allow 1 educor a maximu

15 participan

to ensure that

workshop run

effectively.

tools

deScription

theScienceeducatorSrole

duration

public

preparation

action


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A stand


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A stand at an event or the general public (like a orum, science estival, trade air) can

oer awareness-raising activities on a scientiic subject.

E.g.: a research institute could display water-purif cation technology.

Oering visitors exciting activities inspired by the stands chosen theme.

Variable.

All categories. Some activities can target particular audiences (children, teenagers,

adults).

Design short (20 minutes maximum), straightorward, but striking activities, that

participants can do with some autonomy: games, equipment operation, posters

displays and exhibits.

Set up an easily visible welcoming stand.

Allocate the various tasks among the educators.

You can either show visitors around as they arrive or make up groups to carry out the

activities.

Incite the public to have a go at the activities.Show you are available and willing to tell visitors all about your organization and the

stands theme.

Use solid inex

objects which

xed in place.

For a high volu

visitors, progr

activities at ftimes and limi

the number of

participants at

session.

Use solid inex

objects which

xed in place.

For a high volu

visitors, progr

activities at ftimes and limi

the number of

participants at

session.

Caution

tools

deScription


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preparation

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A meeting

with scientists


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In a public place (auditorium, classroom, ca), one or more scientists are brought in

to give a lecture or lead a discussion on their proession, their work or to lend their

expertise in the chosen subject. The audience is then invited to participate.

E.g.: a debate is organized in a secondary school on new inormation and

communication technologies (NICTs).

Create the conditions to allow both scientists and participants to speak.

Reormulate and summarize the ideas put orward so everyone can understand.

2 hours maximum.

Not really appropriate or young children.

Choose a theme anybody can understand.

Invite 1 to 4 specialists recognized in the f eld covered. They must be good speakers!

Inorm yoursel on the subject and prepare some relevant questions to launch the dialogue.

Arrange the meeting area comortably (chairs, lighting, projection equipment, sound and

public address system).

Give a riendly introduction to the theme and the speakers.

Set out the rules or the discussion (speaking time, need to be concise, clarity).

Ater the scientists talks, open the discussion to the audience. Throw in 2 or 3 questions ithe dialogue is slow to take o.

Keep control over the debate! Give a summary o the exchanges to wind up the session.

Do not hesitat

scientists to e

themselves s

and clearly, to

pictures and s

lms.

Deal suitably

contributions

the public tha

are too long o

inappropriate

Do not hesitat

scientists to e

hemselves s

and clearly, to

pictures and s

lms.

Deal suitably

contributions

he public tha

are too long o

inappropriate

Caution

tools

deScription

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A field excursion


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Participants go out in the f eld to make observations, conduct a survey or do an

experiment in natural conditions.

E.g.: plant identif cation, surveys among the inhabitants o a district, meteorological

readings.

Organizing the outing and guide the participants at the sites visited.

Coordinating the group and the activities at the f eld sites.

Paying particular attention to participants saety.

Variable (1/2 to 1 day).

Any public.

Do reconnaissance and establish the limits o the areas to visit.

Def ne in advance the protocol o the f eld studies to be carried out.

Prepare the equipment or observation, measurement and sample collection (camera,

magniying glass, plastic bags, note pads).

Announce the instructions on saety and site protection. Give out the itinerary map.

Assign the roles and responsibilities o each participant (equipment, activities).

Explain the operations to be accomplished.

The presence

o an expert i

recommended

Arrange for en

assistants to

accompany thparticipants,

that the weath

favourable, br

and a rst aid

Caution

tools

action

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A guided tour


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The public are given a guided tour o a site or a scientif c or technological

organization and discover science in action.

E.g. : to a water purif cation plant, genetics laboratory, archaeological site,

power station.

Guiding the visitors in the scientists workplace.

Inorming visitors and encouraging easy dialogue with the experts.

Paying special attention to participants saety.

2 hours on average.

Any public.

Get to know the host organizations personnel, working places and f eld o activity.

Devise an interactive discovery trail with stages or observation, hands-on activities

(operating machines, instruments), discussion with scientists.

Introduce yoursel and announce the specif c advice or the place visited.

Give a lively account, describing, explaining, lightened with anecdotes about the

organization, the proessions represented and the work that goes on.

Present the scientists, ask them questions when visitors seem too shy to do so!

Move regularly rom one area to the next and make short breaks to keep the tourgroups attention alive.

Prepare the v

collaboration

representative

host organizat

Take care to ktrack o your

time!

Caution

tools

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An interactive

exhibition


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Designed primarily or the general public to develop autonomy in learning, it can

generate activities requiring a science mediator.

E.g.: or a game based on optics in an exhibition on light.

Ease access to inormation (how to f nd it, present it in dierent orms, summarize).

Oer complementary educational activities.

Indicate ways o investigating the subject urther.

Variable.

General public. Well suited to non-readers or those with reading dif culties, who

preer to listen or operate interactive displays, or are not very autonomous.

Learn thoroughly about the subject dealt with and the exhibition itsel.

Inorm yoursel about the visitors (school groups, amilies, mixed public).

Choose and rehearse the interactive operations, experiments or games which bring

the subject concretely to lie.

Spot people who particularly need guidance during their visit.

Lay on activities, and make sure they run smoothly!

Give straightorward, clear explanations. Set puzzles which prompt visitors to seekand f nd inormation on the display panels.

Do not stay to

with the same

so that you ca

as many o th

as possible.

Check that eqis in good wo

order!

Caution

tools

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Instruments

and materials


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WhaT? forexample? WhaTadvanTages? recommendaTions

Scientific

inStrumentS

For observation (magniying

glass, telescope),

measurement (scales, GPS,

voltmeter), calculation

(calculator, computer)...

Teaches how to operate precision

instruments.

Introduces the notion o scientifc

rigour.

Shows how to do an experiment.

Control the use of equipment

Explain how to use equipment

step-by-step, making

participants practise the

necessary operations. Warn people about the

fragility and dangers of certain

equipment.

materialSand

technological

toolS

Lead wire, setsquare,tweezers, gimlets,

wood, glue, electronic

components...

Teaches how to plan and producea construction rom A to Z.

A way o learning technical skills,

practical application o theoretical

knowledge.

Shows how to choose and

maintain equipment.

tools


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Objects

and documents


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objectSto

operate

Models (human body),

prototypes (solar sensor),

natural samples (shed snake

skin, minerals), machines

(engine, bicycle) etc.

Arouses curiosity and dialogue,

helps study a technical topic in

more depth, useul as an aid or

study or experiment.

Choose objects that are origin

familiar or complex, but not

dangerous.

Compile information and prep

questions about them.

reference

documentS

Science books and articles,documentary flms, sound

recordings, photos, cards.

For searching, comparing orchecking inormation, study a

subject in more detail or generate

ideas.

You need to select good qualimaterial suitable for the targe

audience. Consult them befor

offering them for use.

Prepare questions and

commentaries.

tools


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Science chests

and games


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SciencecheStS A chest containsdemonstration exhibits,

instruments, equipment,

games, literature (books

and posters) or a series o

activities on a theme. E.g.: the

human body, global warming.

Easy to transport, the chest isan aid or attracting a public

having little equipment and

unamiliar with cultural centres (in

rural areas), or use in travelling

workshops, with interactive and

un activities.

Mediators need training in thof the chest.

Instruction sheets should be

included to help prepare the

activities.

The chest contents can be

supplemented with other eas

available materials (paper, san

gameS Memory games, treasure

hunts, role play, puzzles,

quizzes.

Moments to have un, sharpen

peoples knowledge, senses and

interactivity.

Competition and a social

atmosphere make players keen to

get involved.

List the equipment, decide th

area for playing, the timings,

the rules (make sure they are

applied!), organize teams, a tr

announce the results and clos

game.

tools

Y t j t i i t h t i ht I l t ti i d


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You cant just organize a science outreach event overnight. Implementation requires good

command of the subject and of the basic activity-management techniques, a simple but

rigorous organization and training. For some, science may be daunting, boring or off-putt

but an active event creating strong interaction and inspiring the publics involvement can b

great success.


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Implement a

science outreachactivity

implementa


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Preparatio

Make choicesBegin by defning the eventsobjectives and subject, takingaccount o the views o people youare dealing with.

Opt or an appealing subjectwhich arouses concrete questionsdrawn rom everyday experience.Devise a simple interactive activityprogramme linked to a centraltheme.

Get inormed and train yourselUpdate your knowledge on the chosen subject anddevelop your associated skills, individually or as a groTo do that you can consult:

up-to-date, reliable, high-standard reerences:encyclopaedias, scientifc publications, special eatures

produced by the media, accessible in libraries or on the W

experienced people:experts who can check the scientifc inormation relating

the subject, education specialists and instructors to learn

good practices to adopt or mediation, colleagues so yo

can spot the most suitable methods or activity organizin

Design your activity


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Theres no better way to determine your activityprogramme than to write a strategic plan.For each action def ne: the objective, the time allotted,the method, equipment and the role o each educatorwhere a team is involved.

For a worthwhile event, aim or a maximum o15 participants or 1 educator.I youre holding meet the scientists sessions (lectures,discussions), though, the audience can be larger.

To give the activity a rhythm and inspire theparticipants interest:Alternate dierent types o activity (observation,literature research, experiments) and the ways the publiccan get involved (individually, in teams, the whole-group).

Organize it

Bear in mind that members of the

public, especially children, will fi nd i

diffi cult to:

take part in a session longer th

1 hour 30 minutes or 2 hours;

hold their attention on the sam

subject for more than 45 minut

actively perorm an operation

continuously for more than

15 to 20 minutes;

concentrate intently for more

than 5 minutes.

Rhythms

implementa

S i


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Preparatio

Equipment

List the equipment required. Choose equipment easy to

operate, reusable, solid and sae;you must know how to use itproperly.

Always test that it works! Have extra equipment on

standby in case o a programmechange or to do experimentssuggested by participants.

Set it up

Venues

Reconnoitre premises and sites (areaavailable, drinking water supply, tour circuit).

Make sure conditions osaety and comortare up to standard.

Arrange the area to make communicationeasy.

Facilitate access and allow or convenientuse oequipment (storage space, electricitysockets).

P i i


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For peace o mind: keep the programme inyour head!

Make sure you can explain the theme clearlyand simply.

Memorize an introduction, key questions andsome anecdotes.

Anticipate the publics reactions to theactivities you are oering.

Rehearse all operations to keep everythingrunning smoothly!

Speak to be heard!

Your voice: speak clearly and

enthusiastically to capture the

audiences attention and make sur

you are completely comprehensib

Your gaze: create contact by look

at people in the audience, without

staring.

Practise, practise

Your voice: speak clearly and

enthusiastically to capture the

audiences attention and make sur

you are completely comprehensib

Your gaze: create contact by look

at people in the audience, without

staring.

implementa

G t th bli


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Now for the evenGreet the public

In a riendly manner, get to know the participants (age,level o education, occupation, motivation) and introducethe event programme (aims, duration, available means).

Explain the rules o the game or:- the group: punctuality, mutual respect, taking part,

conviviality, cooperation;- the activities: take care o the equipment, sharing,

keeping tidy, cleaning up;- saety: prevent possible risks associated with the place

and the equipment.Being organized and rigorous is all part o the scientif cprocess!

Handle the group tactully: def ne the participants rolesin the activities, call upon each persons experience, whilemaintaining a good humoured atmosphere...

The right to be wrong

An educator, like the public, cannot

know everything and may be wrong!

If a doubt arises in the middle of

explaining a scientific concept, if an

operation fails or a hypothesis is not

validated: discuss the problem!

We can learn by our mistakes.

Analysing an error is part of the

scientific process.

R i t ti i


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To start with, capture thepublics attention, set out thescientifc questions involved,encourage people to expresstheir ideas on the subject.

- Set them a puzzle,e.g.: can we

grow plants upside-down?

- Invite comments about an

object,e.g.: a water flter.

- Create a surprise,e.g.: a

spectacular chemical reaction.

Next, get your activity programmegoing, leading all to practisethe scientifc method hands-on,mobilizing their knowledge andexperience.

- Bring participants to handleinstruments and equipment,

e.g.: a microscope.

- Suggest experiments to explain a

phenomenon,

e.g.: evaporation o water.

- Get people to make devices which

explain a technological principle

or a mechanism, e.g.: by assembling

an electrical circuit.

To inish o: give a ro the activities with tgroup, and highlightthe positive value o tpublics eorts and thresults obtained. Openew horizons!

Run an interactive session

implementa

E l t th t


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An overview report to ensure initial objectives have been met.

AssessmenEvaluate the event

Who or, why?

The science mediation team: toimprove practices and devise newprojects.

The participants: to enable them tojudge the stage they are at in theirlearning process.

The partners, client bodies,sponsors: report on the success othe project.

When?

In mid-programme to examineprogress and change course inecessary.

Very soon ater the event or lateror a retrospective judgment on theoutreach objectives achieved andobjectives let unulilled.


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Clearly deine what you wishto evaluate: activity programme,public attendance igures,awareness and understandinggained by the participants.

List the strengths andweaknesses, their causes andconsequences.

Ask the opinions and adviceo the participants, your team,or o someone rom outside theorganization, to enrich the inputor the evaluation.

How?

The report gives ideas for a follow-up!

implementa

Personal notes


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This guide was produced in 2007 by the Institut de Recherchepour le Dveloppement (IRD) in partnership with the associatioPlante Sciences as part of the programme FSP 2003-25Promotion de la Culture scientifique et technique of the French

Ministry of Foreign and European Affairs.

Information: www.latitudesciences.ird.frContact:[email protected]

Conception: Marie-Eve Migueres, Marie-Lise SabriSecteur de la culture scientifique DIC IRD

Consultants: Valrie Collin, Jean-Christophe Doublier, NadiaErrard, Erwan Galle, Jean-Marie Guro, AnneLejeune et Herv Prvost association PlanteSciences; Maurice Fay et Raphale Nisin IRD.

Graphic design: Caribara CommunicationIllustrations : Marie-Pier Muller & Quentin Drouvin after

original graphics by Marion Dubois

Translation : Nicholas Flay


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T h e F r e n c h p r o g r a m m e P r o m o t i o n d e l a c u l t u r e s c i e n t i f i q u e e t t e c h n i q u

w w w . l a t i t u d e s c i e n c e s . i r d . f r

Ird Handbook Science Educators

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