Scienceand Culture

Misterio en el Botánico

Message Sticks – understanding where we live

Science communication – new tracks for thebotanic garden

Growing Schools, harvesting learning

Botanic Gardens Conservation International Education Review

Volume 8 • Number 2 • October 2011

Join us for the next InternationalDiploma in Botanic Garden Education.

Organised by BGCI and the Royal Botanic Gardens, Kew, this five weekcourse aims to equip participants with the skills and strategies needed tocommunicate effectively with their varied audiences. By the end of thecourse, participants will have an understanding of all the aspects requiredto create an education master plan for their site.

The emphasis of the course is on interactive learning and the applicationof skills to the participants' working context, with lectures, workshops,seminars, practical activities and field visits. Topics covered include: theoryand development of environmental education, identification of targetaudiences, project planning, interpretation principles and practices, lifelonglearning strategies, fundraising, marketing, networking and evaluation.

Course dates: 16 April to 18 May 2012

For more information and to enroll on the course visit:www.bgci.org/education/diplomacourseoutline/

• There are a limited number of scholarships available for delegates.• To download an application form please visit BGCI’s website.• Priority for scholarships will be given to participants coming fromCommonwealth countries.

International Diplomain Botanic Garden Education

Testimonials“I loved the variety, energy, and pace of the International Diploma in Botanic Garden Education Course. Participating in thecourse improved my knowledge relating significance of education in botanic gardens in relation to plant conservation andsustainability. Also, the course made it possible to develop contacts and communication channels with other professionalsworking in related areas and also to build friendships. It was a very well organised course with fantastic tutors.”

Dilan Bayindir, Nezahat Gokyigit Botanic Garden, Istanbul, Turkey. International Diploma 2008.

“This course is a MUST for anybody out there who is conducting environmental education in botanical gardens ….yourconservation site will definitely echo out conservation messages clearly and effectively if you know how to get messages out.This course is that tool.”

Endo Guav, Forestry Research Institute, Papua New Guinea. International Diploma 2006.

The Diploma Course is superb! It encompases an engaging mixture of theoretical and experiencial programmes and providesyou with a huge opportunity to obtain knowledge and skills from botanic gardens and different educational centres in the UK.Your garden can quickly embrace what you learn.

Orlik Gómez García, Jardín Botánico Francisco Javier Clavijero, Mexico. International Diploma 2008.

New coursedates

announced

Educational resourcesfor botanic gardens

Science communication andbotanic gardens: old roots, new growthDr Stephen Webster, Imperial CollegeLondon, UK

First word Julia Willison, BotanicGardens Conservation International

Youngsters with a stake in thefuture Steve Meredith & Cat Stone,Botanic Gardens of Adelaide, Australia

Linking Brazilian culture andscience for sustainability Carmen Silviade Lemos Menezes Machado, Rio deJaneiro Botanic Garden, Brazil

Growing Schools, harvestinglearning David Jeffreys, Earthscope, UK

Opening the window on ‘plant-blindness’ Jakobus Sales-Reichartzeder,Peter Pany & Michael Kiehn, UniversityBotanic Garden, Vienna, Austria

The art of exhibitions – amarriage of science and cultureKen Arnold, The Wellcome Trust, London, UK

¿Quien lo hizo? Detectivesespañoles en busca de rastros - en eljardín Irene Fernandez de Tejada, RoyalBotanic Garden, Madrid, Spain & MariaJosé Carrau, Valencia Botanic Garden,Spain

BGCI • 2011 • Roots • Vol 8 (2) 01

Roots is published by Botanic Gardens ConservationInternational (BGCI). It is published twice a year.Membership is open to all interested individuals,institutions and organisations that support the aimsof BGCI.

Further details available from:

• Botanic Gardens Conservation International, DescansoHouse, 199 Kew Road, Richmond, Surrey TW9 3BWUK. Tel: +44 (0)20 8332 5953, Fax: +44 (0)20 8332 5956E-mail: info@bgci.org, www.bgci.org

• BGCI-Russia, c/o Main Botanical Gardens,Botanicheskaya st., 4, Moscow 127276, Russia.Tel: +7 (095) 219 6160 / 5377, Fax: +7 (095) 218 0525,E-mail: seed@aha.ru, www.bgci.ru

• BGCI-Netherlands, c/o Delft University of TechnologyJulianalaan 67, NL-2628 BC Delft, NetherlandsTel: +31 15 278 4714 Fax: +31 15 278 2355E-mail: l.j.w.vandenwollenberg@tudelft.nlwww.botanischetuin.tudelft.nl

• BGCI-Canarias, c/o Jardín Botánico Canario Viera y Clavijo,Apartado de Correos 14, Tafira Alta 35017,Las Palmas de Gran Canaria, Gran Canaria, Spain.Tel: +34 928 21 95 80/82/83, Fax: +34 928 21 95 81,E-mail: jmlopez@grancanaria.es

• BGCI-China, 723 Xingke Rd., Guangzhou 510650 China.Tel:(86)20-85231992. email: Xiangying.Wen@bgci.orgwww.bgci.org/china

• BGCI-South East Asia, c/o Registry, Singapore BotanicGardens, 1 Cluny Road, Singapore 259569.

• BGCI-Colombia, c/o Jardín Botánico de Bogotá,Jose Celestino Mutis, Av. No. 61-13 – A.A. 59887,Santa Fe de Bogotá, D.C., Colombia. Tel: +57 630 0949,Fax: +57 630 5075, E-mail: jardin@gaitana.interred.net.co,www.humboldt.org.co/jardinesdecolombia/html/la_red.htm

• BGCI(US) Inc, c/o Chicago Botanic Garden,1000 Lake Cook Road, Glencoe, Illinois 60022, USA.E-mail: usa@bgci.org, www.bgci.org/usa

BGCI is a worldwide membership organisation established in1987. Its mission is to mobilise botanic gardens and engagepartners in securing plant diversity for the well-being ofpeople and the planet. BGCI is an independent organisationregistered in the United Kingdom as a charity (Charity Reg No1098834) and a company limited by guarantee, No 4673175.BGCI is a tax-exempt 501(c)(3) non-profit organisation in theUSA and is a registered non-profit organisation in Russia.

Opinions expressed in this publication do not necessarilyreflect the views of the Boards or staff of BGCI or of itsmembers.

Forthcoming IssueVolume 9 Number 1 – Children’s Play Areas in Botanic GardensLast submission date – 10 January 2012Volume 9 Number 2 – Inquiry Based Science EducationLast submission date – 20 June 2012

Cover Photo: students producing Message Sticks, asecondary schools project in South Australia (AdelaideBotanic Garden)

Design: John Morgan, www.seascapedesign.co.uk

BGCI would like to thank the co-editors for their work inthe production of Roots

For the French Section:Loïc Ruellan – Conservatoire Botanique National de Brest,FranceAnne Lindsey – Spain (loon@alindsey.net)Allison Marshall – France

For the Spanish Section:Lourdes Rico-Arce – Royal Botanic Gardens, KewVeronica Franco – Jardín Botánico Regional Xíitbal Neek’,MexicoOrlik Gómez García – Jardín Botánico Francisco JavierClavijero, Mexico

For the English Section:Jan Chamier – London, UKClaudia Bernardini – BGCI, UKAllison Skaer – Cornell University, USA

06

02

31

10

17

20

23

27

EDITORSJulia Willison Director of Education

Asimina Vergou Education Programme Coordinator

Volume 8 • Number 2

14

First wordScience and Culture

Science et cultureCiencia y cultura

02 BGCI • 2011 • Roots • Vol 8 (2) • 02-05

ESPAÑOL

Roots se está actualizando, así quebienvenidos a nuestra primera

versión descargable a todo color. Apartir de ahora podremos entregarte tusnúmeros de Roots directamente en tubandeja de entrada, en cualquier partedel mundo. De hecho, ya que estamosadoptando el poder de la tecnologíamoderna desafiando viejas prácticas yalentando nuevas, el temasseleccionado para este número no podíaser más apropiado – o sincrónico.

Ciencia y cultura son palabras fuertes loque significa que frente a esto, seinscriben en diferentes partes de unamplio espectro conceptual. Sinembargo, incluso el examen mássuperficial revela su estrecha relación y latensión dinámica que existe entre ambas.

Y rara vez es mejor esta aparenteparadoja incorporada organizativamenteen los jardines botánicos. Muchosjardines, quizá la mayoría, se ven a símismos principalmente comoinstituciones científicas. Sin duda susinvestigadores han hecho grandescontribuciones a la comprensión profundade la biología vegetal y los ecosistemas.Sin embargo, pocos podrían argumentar,que los jardines botánicos ocupan unpapel clave cultural, educativo y socialorganizados como los son para lainvestigación, el aprendizaje, lasustentabilidad y por supuesto para larecreación. En este sentido, se puededecir que los jardines botánicos son unespejo de las sociedades que los cobijan,reflejando sus valores y aspiraciones.

Lo anterior nos lleva a una preguntaintrigante y urgente: si la actividadhumana está provocando la degradación

FRANÇAIS

Roots évolue avec le temps :bienvenue à notre première version

entièrement en couleur ettéléchargeable. Désormais, nouspourrons vous livrer Roots directementdans votre boîte de réception, où quevous soyez dans le monde. En effet, aumoment où nous adoptons les pouvoirsdes technologies modernes, mettant enquestion les anciennes pratiques etencourageant les nouvelles, notre choixde sujet ne pouvait être plus approprié,ou opportun.

Science et Culture sont des motschargés de sens et qui, apparemment,semblent représenter différentes partiesdu spectre conceptuel. Toutefois, mêmeune analyse des plus rapides révèle leurlien étroit et la tension dynamique quiexiste entre eux.

Et il est rare que ce paradoxe apparentne soit mieux représenté en termesorganisationnels que dans les jardinsbotaniques. De nombreux jardins, peut-être même la plupart d'entre eux, seconsidèrent principalement comme desinstitutions scientifiques. Il est indéniableque leurs équipes scientifiques ontconsidérablement contribué à notrecompréhension de la biologie végétale etdes écosystèmes. Peu de genscontesteraient également le fait que lesjardins botaniques occupent une placeclé en termes culturels, éducatifs etsociétaux, tel qu'ils sont organisés enmatière de recherche, d'apprentissage,de développement durable et, bienentendu, de loisirs. À cet égard, il peutêtre considéré qu’ils sont le miroir dessociétés qui les accueillent, reflétantleurs valeurs et leurs aspirations.

ENGLISH

Roots is moving with the times, sowelcome to our first, full colour,

downloadable version. From now onwe’ll be able to deliver Roots directly toyour inbox, wherever you are in theworld. Indeed, as we embrace the powerof modern technology, challenging oldpractices and encouraging new, ourchoice of theme could not be more apt –or timelier.

Botanic gardens occupy a key cultural, educationaland societal role. In this image, children investigatevegetables in a project run by the Trento Museumof Natural Sciences, Italy (Picture courtesy ofMTSN, Italy)

03BGCI • 2011 • Roots • Vol 8 (2)

del medio ambiente y un futuroinsostenible para el planeta, ¿de quémanera las instituciones ubicadas en elcruce de la ciencia y la cultura desafíanestas conductas destructivas y ofrecenmodelos alternativos y atractivos parauna vida sustentable?

La sencilla suposición de que laspersonas alimentadas con una dietaregular de información científica sobre lainminente crisis ecológica simplementevan a modificar su comportamiento demanera adecuada, no puede serapoyada por evidencias. Se requiere deestrategias más variadas e imaginativas,y como lo muestra este último númerode Roots, no hay escasez de ideas.

De acuerdo con Stephen Webster delImperial College de Londres, el sesgocultural moderno hacia la transparenciainstitucional obliga a la comunidadcientífica a tener una participaciónpública como nunca antes. Argumentaque la opinión no científica sobre temastan diversos como el rumbo de lainvestigación, el futuro de la políticaenergética, el diseño de las salas demuseo e incluso el papel de los jardinesbotánicos se ha vuelto muy destacado.Si bien se ha destinado unaconsiderable energía académica paramedir el éxito de este diálogo cultural, seha reportado que los jardines botánicosse han visto más lentos que otrasinstituciones en la adopción de unaidentidad centrada en el público. Condiversos ejemplos a la mano, StephenWebster sugiere que los jardinesbotánicos cuentan con ampliasoportunidades para desarrollar suspropios modelos de participaciónpública.

En una encuesta de popularidad sobre laplantas realizada por el Jardín Botánicode la Universidad de Viena, Austria, lasplantas medicinales y las especiasencabezaron las preferencias de losvisitantes en general, mientras que lasplantas ornamentales y las que seutilizan en la industria atraen menosinterés. También se detectaronvariaciones preferenciales de acuerdocon la edad ya que los alumnos semostraron menos interesados que losadultos en las plantas “útiles” aunque elgrupo de plantas estimulantes y lasproductoras de drogas a base dehierbas ¡mostraron una notableexcepción! Michael Kiehn y colegas

Ceci nous conduit à une questionintrigante et urgente : si les activitéshumaines mènent à la dégradation del’environnement et à un avenir nondurable pour la planète, comment lesinstitutions situées à la croisée de lascience et de la culture font-elles face àces comportements destructeurs etcomment proposent-elles des modèlesde vie différents, qui soient attrayants etdurables ?

L’hypothèse facile selon laquelle lespersonnes alimentées régulièrement parun régime d'informations scientifiquesconcernant la crise écologiquemenaçante changeront simplement leurcomportement en conséquence ne peutêtre cautionnée par les faits. Davantagede stratégies diverses et imaginativessont requises et, comme le démontre cedernier numéro de Roots, les idées nemanquent pas.

Selon Stephen Webster de l’ImperialCollege (Londres), la tendance culturellemoderne à une transparenceinstitutionnelle oblige la communautéscientifique à s’engager auprès dupublic comme jamais auparavant.Il affirme que les opinions nonscientifiques concernant des questionsaussi variées que l’orientation de larecherche, l’avenir des politiquesrelatives aux énergies, la conception desgaleries de musée, voire le rôle desjardins botaniques, sont devenuesdéterminantes. Alors que des effortsacadémiques considérables ont étédéployés pour mesurer la réussite de cedialogue culturel, les jardins botaniquesauraient été plus lents que d’autresinstitutions dans leur adoption d’uneidentité axée sur le public. StephenWebster suggère qu’avec autantd’exemples à leur disposition, les jardinsont de vastes opportunités pour élaborerleurs propres modèles d'engagementauprès du public.

Dans une étude de popularité desplantes botaniques menée par le Jardinbotanique de l’université de Vienne,Autriche, les plantes médicinales et lesépices arrivaient en tête des préférencesglobales des visiteurs, et les plantesornementales et celles utilisées dans lesecteur industriel suscitaient le moinsd’intérêt. Des variations préférentiellesen fonction de l'âge ont également étédétectées, les élèves étant en généralmoins intéressés que les adultes par les

Science and Culture are words heavywith meaning that, on the face of it, mayappear to sit in different parts of theconceptual spectrum. However even themost cursory examination uncovers theirclose relationship and the dynamictension that exists between them.

And seldom is this apparent paradoxbetter embodied organisationally than inbotanic gardens. Many gardens, perhapseven the majority, see themselvesprimarily as scientific institutions.Unquestionably their scientists havemade profound contributions to ourunderstanding of plant biology andecosystems. Yet few would argue,either, that botanic gardens occupy akey cultural, educational and societalrole, organised as they are for research,learning, sustainability and, of course,leisure. In this respect they may be saidto hold a mirror to their host societies,reflecting their values and aspirations.

Which brings us to an intriguing andurgent question: if human activity isleading to environmental degradationand an unsustainable future for theplanet, how do institutions located at thecrossroads of science and culturechallenge these destructive behavioursand offer attractive and sustainablealternative models of living?

The easy assumption that people fed aregular diet of scientific informationabout the looming ecological crisis willsimply modify their behaviouraccordingly, cannot be supported by theevidence. More varied and imaginativestrategies are called for and, as thislatest issue of Roots demonstrates, thereis no shortage of ideas.

According to Stephen Webster ofImperial College, London, the moderncultural bias towards institutionaltransparency forces the scientificcommunity to engage with the public asnever before. He argues that non-scientific opinion on such diverse issuesas the orientation of research, the futureof energy policy, the design of museumgalleries and even the role of botanicgardens has become influential. Whileconsiderable academic energy has beeninvested in measuring the success of thiscultural dialogue, botanic gardens havereportedly been slower than otherinstitutions to embrace a public-centredidentity. With so many examples to hand,

Stephen Webster suggests, gardenshave ample opportunities to developtheir own models of public engagement.

In a popularity survey of botanical plantsconducted by the University of ViennaBotanic Garden, Austria, medicinal andspice plants topped overall visitorpreferences, while ornamental plantsand plants used in industry attractedless interest. Preferential variationsaccording to age were also detected,with pupils generally less interested thanadults in ‘useful’ plants, although thegroup of stimulant herbal drugs proved anotable exception! Michael Kiehn andhis colleagues describe how researcherstargeted four sample groups as they bidto establish how and with what plantsthey could encourage an interest inbotany and overcome ‘plant blindness’.

Over half of the entire human populationnow lives in towns and cities, UNestimates suggest, with increasingindustrialisation and a headlong dash tourbanisation, especially in the developingworld, forcing the pace. Suchdemographic and societal changes poseimmense challenges to thoseorganisations, like botanic gardens andnature reserves, operating at theintersection of nature and society. Andamong the most urgent challenges facingeducators working with urbanised childrenand young people is how to imbue themwith an understanding of their place in thenatural world. David Jeffreys ofEarthscope outlines the Growing SchoolsGardens initiative, a network of pioneeringEnglish gardens that is attempting totackle this question head-on.

Crime scene investigation is the name ofthe game for two Spanish gardensaiming to make plant science bothfascinating and accessible for children.Staff at Madrid’s Royal Botanic Gardenand the University of Valencia BotanicGarden, Spain, have created a murdermystery challenge set in a virtual botanicgarden. Designed to be played on-line orin situ at a botanic garden, garden staffand visitors are murder suspects andclues can be found among the pollen,plants and fruits. Madrid’s IreneFernandez de Teja and Valencia’s MariaJose Carrau sets the scene!

Steve Meredith from Adelaide BotanicGarden, Australia, reports on theMessage Sticks secondary schools

plantes 'utiles’, bien que le groupe desdrogues stimulantes à base de plantesait constitué une exception notable !Michael Kiehn et ses collègues décriventla manière dont des chercheurs ont cibléquatre groupes représentatifs alors qu'ilsproposaient d'établir comment et avecquelles plantes ils pourraient stimuler unintérêt envers la botanique et surmonter« la cécité envers les plantes ».

Plus de la moitié de la populationhumaine totale vit à présent dans lesvilles, selon les estimations des Nations-Unies, phénomène accompagné d’uneindustrialisation accrue et d’une ruéevers l’urbanisation, particulièrement dansles pays du sud, qui forcent l’allure. Detels changements démographiques etsociétaux lancent de vastes défis à cesorganisations, comme les jardinsbotaniques et les réserves naturelles, quiopèrent à la croisée de la nature et de lasociété. L’un des défis les plus urgentsauxquels sont confrontés les éducateursqui travaillent avec des enfants et desjeunes issus d’urbanisations consiste àleur insuffler une compréhension de leurplace dans le monde naturel. DavidJeffreys de Earthscope décrit l’initiativedes Growing Schools Gardens, unréseau de jardins anglais pionniers quitente de traiter ce sujet de manièredirecte.

Recherches sur la scène du crime est lenom d’un jeu conçu par deux jardinsespagnols qui visent à rendre labotanique plus fascinante et accessibleaux enfants. Les animateurs du Jardinbotanique royal de Madrid et du Jardinbotanique de l’université de Valence,Espagne, ont créé un jeu de romanspoliciers qui se déroule dans un jardinbotanique virtuel. Ce jeu est conçu pourêtre joué en ligne ou in situ dans unjardin botanique, et le personnel et lesvisiteurs du jardin sont les suspects dumeurtre. Des indices peuvent êtretrouvés parmi les fruits, les plantes et lepollen. Maria Jose Carrau, du jardin deValence, et Irene Fernandez da Teja duJardin Botanique Royale de Madridsituent le décor !

Steve Meredith du Jardin botaniqued'Adélaïde présente un compte-rendudu projet de Bâtons de messagers desécoles secondaires, créé pourencourager les jeunes à partager, àtravers les histoires et l'art, ce que celasignifie pour eux de vivre dans

describen cómo los investigadores secentraron en un muestreo de cuatrogrupos para definir cómo y con quéplantas podrían estimular el interés porla botánica y superar la “ceguera hacialas plantas”.

Más de la mitad de toda la poblaciónhumana vive en pueblos y ciudades. Lasestimaciones de la ONU sugieren que lacreciente industrialización puede estar ala cabeza de la acelerada urbanizaciónespecialmente en los países endesarrollo incrementando este ritmo.Estos cambios demográficos y socialesplantean enormes desafíos aorganizaciones como los jardinesbotánicos y reservas naturales ya queoperan en la intersección de lanaturaleza y la sociedad. Y entre losdesafíos más urgentes que enfrentan loseducadores que trabajan con niños yjóvenes de zonas urbanas está el cómoimpregnarlos para que comprendan sulugar en el mundo natural. David Jeffreysde Earthscope describe la iniciativaCultivando Jardines Escolares, una redpionera de jardines ingleses que estátratando de abordar de frente estacuestión.

Investigando la escena del crimen es elnombre de un juego en dos jardinesbotánicos españoles con el objetivode hacer de la botánica una cienciaaccesible y divertida para los niños.Personal del Real Jardín Botánico deMadrid y del Jardín Botánico de laUniversidad de Valencia, España, hancreado el reto de descubrir un misteriosoasesinato en un jardín botánico virtual.Diseñado para poderse jugar en línea oin situ en un jardín botánico, el personaldel jardín botánico y sus visitantes sonsospechosos del crimen y las pistas sepueden encontrar entre el polen, lasplantas y las frutas. ¡María José Carraudel Jardín Botánico de Valencia y IreneFernandez de Teja de Real JardínBotanico de Madríd montó la escenadel crimen!

Steve Meredith de los JardinesBotánicos de Adelaida reporta sobre suproyecto de escuelas secundarias Notasy Mensajes desarrollado para promovery compartir entre los jóvenes a través decuenta cuentos y arte su entendimientoy el significado de vivir en el ambientemediterráneo del sur de Australia.Desarrollada en un festival juvenil dearte, esta exposición única representada

BGCI • 2011 • Roots • Vol 8 (2)04

project, developed to encourage youngpeople to share, through storytelling andart, their understanding of what it meansto live in the Mediterranean environmentof South Australia. Developed during ayouth arts festival, the unique display of24 poles depicted stories about theinterconnectedness of plants, water, fire,culture, lifestyle and sustainability. Andfrom Rio de Janeiro Botanic Garden,Brazil, comes news of a range ofeducational initiatives that helped toheighten public awareness ofconservation and sustainability in linewith Article 13 of The Convention onBiological Diversity (CBD).

Through its world class programme ofexhibitions and lively public events,London’s celebrated WellcomeCollection explores the links betweenmedicine, life and art. In this exclusiveinterview for Roots, Ken Arnold,Wellcome’s Head of Public Programmes,describes the imaginative journeys heand his team undertake as they createthe Collection’s exhibitions.

Even closer to home, with the London2012 Olympic Games in mind, theFairchild Challenge/BGCI GlobalCompetition is promoting itsconservation message by linking plantsfrom around the world to the Games.Students are encouraged to researchtheir country’s plant biodiversity andrepresent it through the creation of anOlympic wreath.

It is clear from these articles thatscientific and cultural energies are beingharnessed successfully around theworld, in botanical institutions andelsewhere, to promote messages ofsustainable change. With the clockcounting down towards midnight,however, the question remains: howswift and radical must we be to securethe fundamental changes in attitudesand behaviour that are essential to ourplanet’s future wellbeing?

Julia Willison

l’environnement méditerranéen du sudde l’Australie. Créée pour être présentéelors d’un festival local d'art pour lesjeunes, la remarquable exposition de 24bâtons a dépeint des histoires liées àl'interconnexion entre les plantes, l'eau,le feu, la culture, le mode de vie et ledéveloppement durable.

En provenance du Jardin botanique deRio de Janeiro nous viennent desnouvelles concernant une séried'initiatives éducatives conçues pouraméliorer les connaissances du publicen matière de conservation et dedéveloppement durable, en accord avecl'Article 13 de la Convention sur ladiversité biologique (CDB).

Au travers de son programmed’expositions et d’évènements publicsanimés de classe mondiale, le célèbremusée Wellcome Collection de Londresexplore les liens qui existent entre lamédecine, la vie et l'art. Dans cetentretien exclusif pour Roots, le Dr KenArnold, chef des programmes publics duWellcome Collection, décrit la démarcheimaginative effectuée par lui et sonéquipe pour créer les expositions dumusée Collection.

Encore plus près de chez nous, enréférence aux jeux Olympiques deLondres 2012, le Défi mondial du FairchildChallenge / BGCI valorise son messagelié à la conservation en associant aux jeuxdes plantes du monde entier. Lesétudiants sont encouragés à faire desrecherches sur la biodiversité végétale deleur pays et à la représenter par lacréation d’une couronne Olympique.Ce concours est ouvert à tous les jardinsbotaniques. Pour de plus amplesinformations, veuillez consulterwww.bgci.org/education/fair2

À partir de ces articles, il est clair quedes efforts tant sur le plan scientifiqueque culturel sont exploités avec succèsde par le monde, dans lesétablissements botaniques et ailleurs,afin de valoriser des messages liés auchangement durable. Alors que lecompte à rebours est lancé, toutefois, laquestion suivante demeure : à quel pointnous faut-il être rapides et radicaux pourancrer les changements fondamentauxd’attitudes et de comportements quisont essentiels au bien-être futur denotre planète ?

en 24 mástiles mostraban historiassobre la interconexión de las plantas,agua, fuego, cultura, estilo de vida ysustentabilidad.

Del Jardín Botánico de Río de Janeirollega la noticia de una serie de iniciativaseducativas destinadas a aumentar laconciencia pública sobre laconservación y la sustentabilidad deacuerdo al Artículo 13 de la Convenciónsobre Diversidad Biológica (CDB).

A través del programa de exhibiciones yeventos públicos de nivel mundial, lacélebre Colección Wellcome de Londres,explora los vínculos entre la medicina,la vida y el arte. En esta entrevistaexclusiva para Roots, el Dr. Ken Arnold,Director de Programas Públicos de laColección Wellcome, describe los viajesimaginativos que él y su equipoemprenden cuando crean una exhibiciónde la Colección.

Incluso más cerca de casa con losJuegos olímpicos de 2012 en mente,el programa Fairchild Challenge/BGCIGlobal Competition están promoviendosu mensaje de conservación mediante lavinculación de las plantas de todo elmundo con los Juegos. Los estudiantesson alentados a investigar acerca de labiodiversidad de su país representandoa las plantas a través de una coronaolímpica. Organizados por los jardinesbotánicos este concurso está abierta atodos. Para más información consulte elsitio web www.bgci.org/education/fair2

Se desprende claramente de estosartículos que las energías científica ycultural se están aprovechando conéxito en todo el mundo tanto en lasinstituciones botánicas como en otroslugares para promover mensajes para elcambio hacia la sustentabilidad. Con elreloj en cuenta regresiva hacia lamedianoche, sin embargo, la preguntasigue siendo: ¿cómo asegurar demanera rápida y radical los cambiosfundamentales en actitudes ycomportamientos que son esencialespara el bienestar futuro de nuestroplaneta?

BGCI • 2011 • Roots • Vol 8 (2) 05

Science communication and botanic gardens

old roots, new growth

Communication scientifique et jardins botaniques : vieilles racines, nouvelles poussesComunicación científica y jardines botánicos: viejas raíces, nuevo crecimiento

06 BGCI • 2011 • Roots • Vol 8 (2) • 06-09

In this article I examine generaldevelopments in the field of sciencecommunication over the last few

decades. I will interpret relationsbetween science and the public in thelight of recent calls for botanic gardensto renew their emphasis as places ofpublic as well as scientific value (BGCI,2010). While it is plainly true that botanicgardens should be energetic in theirplans to engage the interest of theirvisitors, I will argue that the traditionalvirtue of botanic gardens, which I take to

During the ‘Nature Live’ talks at the Natural History Museum, London (NHM) scientists communicate theirresearch to the public (Picture courtesy of NHM)

Every scientific institution sees itself as a guardian of

reliable and valuable knowledge. However, the modern

cultural turn towards transparency is forcing them to

find a lay voice with which to engage with the public.

Stephen Webster of Imperial College, London, argues

that while botanic gardens have been slower than other

institutions to embrace a public-centred identity, there

are plenty of examples to learn from to develop their

own distinct style of public engagement.

be a quiet and steadfast assertion of thevalue of plants, should not be neglected.Gardens should look for a balancebetween their historic mission as arepository of scientific information, andtheir desire now to be places fordebating contemporary ecologicalanxieties. In finding that balancecurators and interpreters will find muchof value in studying the successes andfailures of other public scienceinstitutions, and the trends of sciencecommunication more generally.

All science institutions with a publicinterface embody a tension. On the onehand they identify themselves as placesthat grow and conserve scientificknowledge, and therefore embrace theclassic research qualities of orderlinessand introspection. On the other handsuch institutions must be intelligently-open minded and aware of their visitors’expectations. Museums, sciencediscovery centres and botanic gardensappeal to and indeed transform many

07BGCI • 2011 • Roots • Vol 8 (2)

suggested that this ‘scientific illiteracy’was harmful both for citizens and forscience. Citizens were harmed by theirignorance of science, because theymight not be able to make informedchoices about scientific andtechnological issues that affected them,such as the development of nuclearpower. In the report’s words the public“… is very vulnerable to misleadingideas on, for example, diet or alternativemedicine”.

Running through the Bodmer report isthe theme Karl Popper spoke so clearlyabout: when it comes to scientificimpacts on society, the most importantform of knowledge is that of thescientists. It is their know-how which istransforming and improving the world.In the Bodmer report, the role of thepublic is by contrast constrained andcentres on their responsibility tounderstand the facts and, by implication,the value of science. Overall, science isdepicted as actively progressive, thepublic as passive and lagging behind.

I am not suggesting that this kind ofargument is over-simplistic about thenature of science: the Bodmer reportrecognises that scientific knowledge isoften in flux, that technology isfrequently controversial, and thatscience and social policy are in relation.The over-simplification lies in the viewgiven of people generally, whoseopinions on scientific issues areworthwhile only to the extent that theyhave absorbed enough scientificknowledge.

We can now get to the heart of thematter and to a series of vital questions.When it comes to organising theprovision of a botanic garden, whatspace is there for forms of knowledgethat are not scrupulously scientific – forart, for religion, for activities such ascooking and gardening? How easy,indeed, is it for the scientific, and thenon-scientific, to get along? In whatways can a garden make use of itsvisitors’ lay understanding of plants andtheir role in nature?

Challenging though these questionsmight be, a botanic garden seems to beprecisely the place where the scientific,the social and the personal might makecommon cause. We expect the plants tobe sternly marshalled in orderly fashion,

different people who arrive largelyunannounced, and hope to be educatedand momentarily diverted into new trainsof thought.

It is tempting to imagine an institutioncan combine easily its duties to scienceand its duties to the public. Did not SirFrancis Bacon, the 17th century pioneerof scientific method, rule that sciencewas for the benefit of humanity?However the relation between scientificand public duties is complex, and canbe antagonistic. Science seems open tothe world in its role as a generator ofpractical knowledge, as a tool for solvingglobal problems, as the source of healthadvances. Crudely speaking, scienceembodies two personalities. It has anoutward facing gaze, an interest in themessiness and chance of ordinary lifeand an awareness of the concept oftrust. It has also an austere anddisciplined turn of mind, which marshalsall of nature into order, classification andmechanism, and which has specialrespect for the concept of knowledge.Botanic gardens illustrate these twocultures. They are places for doingscience, and they are places for showingscience. The roles are distinct but oncerecognised can be made to worktogether. Through the work of UCLscientist Dr Beau Lotto, London’sScience Museum now has visitors doingscience (see www.lottolab.org/news-article.asp?newsid=44). Next door on

Exhibition Road, Natural HistoryMuseum scientists describe their work tovisitors, and take questions (seewww.nhm.ac.uk/visit-us/darwin-centre-visitors/index.html). What is essential,if the science communication is to beeffective, is for the institution to admitthe existence of its two personalities.

The great philosopher Sir Karl Popperwas pointing towards the same ideawhen he wrote: “I regard scientificknowledge as the best and mostimportant kind of knowledge – though Iam far from regarding it as the only one”(Popper, 1992). The skill of thecommunicative botanic garden,following Popper, will be in finding theright balance between different sorts ofknowledge.

In developing a history of these ideas wecan see 1985 as an important year forthe relationship between institutions,scientific knowledge and public trust.This was when the prestigious Britishscience organisation the Royal Societypublished its report on sciencecommunication, The PublicUnderstanding of Science (RoyalSociety, 1985). The report was producedby a committee of Royal Society fellows,including the broadcaster and naturalistSir David Attenborough, and was chairedby Walter Bodmer. The Bodmer reportidentified a lack of public knowledge ofthe facts and processes of science, and

For many people, the quiet, the lack of computers and the marvelous fact of plants growing are, the mostattractive aspects of gardens (Picture courtesy of Coimbra Botanic Garden, Portugal)

08 BGCI • 2011 • Roots • Vol 8 (2)

face in 1996, reversing its previousassertion that bovine spongiformencephalopathy (BSE – mad cowdisease) could not pass to humans(The BSE Inquiry, 2000), shed new lighton the fallibility of scientific advice.High-profile news stories about theimpact of genetically-modified crops, afresh look at nuclear power stations asclean energy, and the increasinglyalarming signs of global warming, wereall issues that strained the ability ofscience to reach a final view, but whichneeded extensive public buy-in forplausible policy decisions. In timelyfashion the UK’s upper legislativechamber, the House of Lords, reported in2000 that in the relationship betweenscience and society, trust is as importantas knowledge (House of Lords, 2000).

As the House of Lords emphasised, trustis a matter of relationship, and so itcalled for dialogue between science andthe public. A new term – the publicengagement of science and technology– became orthodox. Particularly ingovernment circles, ascience policyplanning began to involve public polling,focus groups, and with the arrival of theinternet, on-line fora. Museums andscience centres re-doubled their effortsto understand their visitors. And in theconcept of ‘co-curation’ visitors foundthemselves drawn into the planning ofnew exhibitions.

By 2000, the question of public trust inscience, rather than public knowledge ofscience, had come to seem vital. Variouscontroversies involving science andtechnology revealed in the most publicway that scientific knowledge oftenstruggles to find a unified and settledvoice. The explosion of the Chernobylnuclear power station in 1986, and mostespecially the British government’s volte

and are not surprised to seecampaigning exhibitions on biodiversityor climate change. But we also expect tosee children running between the beds,ice cream on sale, and benches forsimply thinking. Unlike almost any otherscience institution botanic gardens areopen to the sky, directly appeal to oursense of nature, and are a retreat fromurban noise. Many of the plants in abotanic garden are familiar, are includedin our diet, trigger memories, or aresimply incredibly striking.In short a botanic garden shouldn’t havetoo much difficulty finding many waysto draw in its visitors.

In the years after Bodmer a view hasgrown among science communicatorsthat they’ll do their job better if theyrecognise the public as veryheterogeneous. Many people have aprofound understanding of mattersinvolving science. The truth of this isshown by those patient groups whoamass vast quantities of information –and questions – about treatments.Science communicators are moreeffective if they recognise the lay publicas often rather experienced in many ofthe things science sees as its subjectmatter. Someone may not have a PhDlevel understanding of atmosphericchemistry, but can have an intimateknowledge of the health effects of airpollution.

Botanic gardens have the opportunity to pick the science communication tools that suit them. In this image astudent examines fern spores during an education visit to Innbruck University Botanic Garden, Austria(Picture courtesy of Innbruck University Botanic Garden, Austria)

People experience plants in different ways – at the Eden Project, UK, people are encouraged to examinedifferent fibres (Picture courtesy of Sarah Kneebone)

09BGCI • 2011 • Roots • Vol 8 (2)

estado a la cabeza debido a la cantidadde ejemplos con utilidad científica, enclínica, pasturas o el campo de guerra.Los jardines botánicos también formanparte de este patrimonio. Sin embargo,la cultura moderna se torna hacia latransparencia institucional forzando a laciencia y sus instituciones a un nuevohabito. La ciencia debe atraer alpúblico, y en especial, el papel de losjardines botánicos es encontrar laspautas vitales a los numerosos temas ysu orientación en la investigación,diseño museológico, el futuro y políticaenergética. Una cantidad considerablede experiencias académicas se handedicado a medir el éxito de estedialogo cultural pero se dice que losjardines botánicos han sido más lentosen comparación con otras instruccionesen integrar una identidad centrada en elpublico. Con numerosos ejemplos enmano, los jardines tienen ahora laoportunidad de desarrollar un estilopropio para involucrar al público.

Dr Stephen WebsterSenior LecturerImperial College LondonSouth Kensington CampusLondon, SW7 2AZ, UKEmail:stephen.webster@imperial.ac.ukWebsite: www3.imperial.ac.uk

par la science, aussi bien dans lesdispensaires, les pâturages que leschamps de batailles. Cependant laculture moderne recherche latransparence institutionnelle et force àde nouvelles habitudes pour la scienceet ses institutions. La science doit sesoucier du grand public et,spécifiquement, doit trouver dans lecontact avec les profanes les clefs pourrépondre à des sujets aussi divers quel'orientation de la recherche, laconception de galeries de Muséums,le futur de la politique énergétique ou lerôle des jardins botaniques. Un nombretrès important d'expertises académiquesont eu pour but de mesurer le succès dece dialogue culturel, mais les jardinsbotaniques, auraient été plus lents qued’autres institutions à adopter uneidentité « centrée sur le public ».Disposant de nombreuses expériences,les jardins botaniques ont maintenantl'opportunité de développer leur stylepropre dans l'engagement du public.

RESUMEN

Cada disciplina e institución científicapor sí mismas, son por sí mismas comoun guardián de valioso e infalibleconocimiento. Es un hecho histórico,que desde el Siglo XVII, Europa ha

For botanic gardens aligning themselveswith all these new developments,I suggest there are three principles toconsider. Firstly, celebrate the scientificwork of the garden as central to itsidentity. Secondly, when activelyexpanding work with visitors, investigateand take seriously the different wayspeople experience plants – through theirgardens, their textiles, their literature,their culture. Finally, keep in mind themost obvious and for many the mostattractive aspect of gardens – their quiet,their lack of computer monitors, and themarvellous fact of plants simply growing.To conclude, botanic gardens now havean excellent opportunity to pick thescience communication tools that suitthem, so renewing their mission asguardians and advocates of the world’splants.

References

,BGCI, 2010, Towards a New SocialPurpose : Redefining the role ofbotanic gardens, Botanic GardensConservation International, London, UK

, Popper K., 1992, Knowledge and theshaping of reality. In: In search of abetter world: lectures and essays fromthirty years. London, Routledge (p3)

,Royal Society, 1985, The PublicUnderstanding of Science, availableonline at http://royalsociety.org/Public-Understanding-of-Science

, The BSE Inquiry : The Report, 2000,available online at seehttp://collections.europarchive.org/tna/20090505194948/http://bseinquiry.gov.uk/report/volume1/execsum2.htm#669592

,House of Lords, 2000, Science andTechnology – Third Report, availableonline at http://www.publications.parliament.uk/pa/ld199900/ldselect/ldsctech/38/3801.htm

RÉSUMÉ

Chaque discipline scientifique, etchaque institution scientifique se voitavant tout comme un gardien d'un savoirfiable et précieux. Ce fait historique quiremonte en Europe au 17ème siècle aété constamment renforcé par denombreux exemples de services rendus

The explosion of the Chernobyl nuclear power station in 1986 shook the public’s trust in science,demonstrating the importance of communication. Here you can see the abandoned city of Pripyat, Ukraine,with Chernobyl station in the distance (Picture courtesy of Jason Minshull)

BGCI • 2011 • Roots • Vol 8 (2) • 10-1310

Whodunnit? Spanish detectives on the garden trailQui l'a fait? Des détectives espagnols sur les traces du jardin

Dos jardines botánicos españoles recurren al crimen para

acercar a los niños la ciencia de las plantas de una manera

fascinante. El personal del Real Jardín Botánico de Madrid

y del Jardín Botánico de la Universidad de Valencia ha

creado un misterioso caso de asesinato ocurrido en un

jardín botánico virtual. El personal del jardín y los

visitantes son sospechosos de asesinato y las pistas se

encuentran entre el polen, las plantas y los frutos.

El misterio corre a cargo de Irene Fernández de Tejada

en Madrid y Maria José Carrau en Valencia.

El visitante cuenta con un manojo de llaves y seis cajas con cerradura. En su búsqueda de la llave que abre elalmacén de productos químicos recorrerá el centro de investigación y el Jardín Botánico (Picture courtesy ofJardín Botánico de la Universidad de Valencia y Real Jardín Botánico de Madrid)

¿Quien lo hizo?Detectives españoles en busca de rastros en el jardín

Introducción

Unade las principales funciones deun Jardín Botánico moderno esmejorar la cultura científica de las

personas que nos visitan. Perodeterminados colectivos son difíciles deatraer y nosotros queremos que elconocimiento que se genera en nuestrasinstituciones llegue a cuantas máspersonas mejor. Por este motivo, losjardines botánicos de dos ciudadesespañolas, el Real jardín Botánico (CSIC)de Madrid y el Jardín Botánico de laUniversidad de Valencia, y gracias a lafinanciación de la Fundación Españolapara la Ciencia y la Tecnología (FECYT),nos pusimos de acuerdo para llevar a cabouna novedosa y original propuesta. Elobjetivo fundamental era atraer visitantestanto a los jardines en sí como a nuestraspáginas webs y ofrecerles una divertidaexperiencia con la que aprender botánicasin darse cuenta. A esta propuesta lallamamos “Misterio en el Botánico”.

¿Qué es “Misterio en el Botánico”?Se trata de una actividad interactiva amodo de juego de pistas. “Esta mañana,los periódicos de toda la ciudad informansobre un extraño suceso…” Así comienzala historia en la que el público se veráinvolucrado. Un misterioso asesinato enel que las siete pistas localizadasconducen a seis sospechososrelacionados con el Jardín (el director,una jardinera, un visitante, la deseguridad, el de la limpieza y unainvestigadora). Con la ayuda de un mapay un bloc de detective, los participantestendrán que resolver el misterio mientrasse trabajan distintos aspectosrelacionados con el mundo vegetal y lainvestigación científica. Concretamente,los objetivos fundamentales que sepersiguen son los siguientes:

1. Dar a conocer el Jardín de unamanera diferente.

2. Acercar el funcionamiento del RealJardín Botánico (CSIC)/Jardí Botanicde Valencia como centros deinvestigación.

3. Transmitir conocimientos acerca delmundo vegetal.

4. Suscitar interés por las plantas.5. Promover el uso de los cincos

sentidos.

El juego cuenta con dos modalidades:una con paneles interactivos instaladosen el propio Jardín, para jugar in situ, yuna aplicación web para aquellos que nopuedan desplazarse hasta aquí. Ambosse ofrecen bilingües, en español/inglésen el Jardín de Madrid yvalenciano/español en el de Valencia.

El público al que está dirigido sonprincipalmente escolares de 10 a 14años, pero también pueden disfrutar deél familias y público general.

Elementos:

A. Folleto: Se entrega de forma gratuitaen la taquilla del Jardín. Presenta latrama y a los personajes. Ademáslleva un mapa del Jardín con lasituación de los distintos paneles y unbloc de detective donde ir apuntandoel resultado de las averiguaciones.

B. Paneles: Un total de 9 paneles en losque se presenta la trama y a lospersonajes, se localizan las pistas yse resuelve el misterio.

Pistas y contenidos teóricos que setrabajan: Las diferentes pistassuponen los elementos necesariospara descubrir al asesino, y a la vezfuncionan como vehículo paraintroducir los temas que hemosconsiderado importantes que sedeben dar a conocer.

1.-EL POLEN; El panel trabajaaspectos como qué es el polen,partes, tipos, función y sistemas dedispersión. Un tipo concreto de polenha sido encontrado en la víctima¿Qué otros sospechosos han estadoen contacto con ese mismo polen?Para poder contestar el público debeencontrar a qué especie vegetalpertenece, para lo cual debe recorrerlos árboles cercanos observando susramas, donde se encuentrancolgando unas enormes maquetas depólenes (cada una en su árbolcorrespondiente).

2.- LAS HUELLAS. Unas pisadaslocalizadas junto al cadáver nos danla excusa para trabajar aspectoscomo las huellas de la naturaleza,qué es un fósil y cómo se forma. Eljuego invita la participante a deslizarla pisada encontrada sobre la suelade los zapatos de los distintossospechosos.

3.- EL FRUTO: enganchados en laropa del cadáver y de algunos de lossospechosos aparecen unos frutosmuy característicos. Para conocer elnombre de dichos sospechosos elvisitante debe observar los frutos(reales) instalados en cajas adheridasal panel y relacionarlos con sumétodo de dispersión. ¿Qué es unfruto?, sus partes, funciones quedesempeña y sistemas de dispersiónson algunos de los aspectos que setrabajan en esta parada.

4.-LA HOJA; Impresa sobre la piel dela víctima se encuentra la silueta deuna hoja. ¿A qué árbol pertenece? Eneste panel se explican las partes deuna hoja, formas, nerviación, el usode una clave dicotómica y losnombres científicos. El visitante tienea su disposición una sencilla clave deidentificación y las fichas de distintosárboles.

5.-LA SEMILLA; En las ranuras de lasuela del zapato de la víctima seencuentran unas semillas. Losnombres de los sospechososrelacionados se encuentran bajo unárbol muy especial del Jardín. En estepanel se trabajan el concepto deecosistema, planta amenazada, Librorojo y Lista UICN.

BGCI • 2011 • Roots • Vol 8 (2) 11

Uno de los paneles en los que se presentan los sospechosos del Misterio en el Botánico (Picture courtesy ofUniversidad de Valencia y Real Jardín Botánico de Madrid)

El público tiene que encontrar a qué especie vegetalpertenece al polen. Deben visitor los árboles dondese encuentran colgando unas enormes maquetas depólenes (Picture courtesy of Universidad deValencia y Real Jardín Botánico de Madrid)

6.- EL COMPUESTO QUÍMICO;Restos de un compuesto químico sehan encontrado en el estómago de lavíctima. Qué es un compuestoquímico? El visitante cuenta con unmanojo de llaves y seis cajas concerradura. En su búsqueda de la llaveque abre el almacén de productosquímicos recorrerá los distintosdepartamentos con los que cuenta uncentro de investigación como unJardín Botánico.

7.- EL INSECTO, El papel de losanimales en los ecosistemas y surelación con las plantas son losaspectos a trabajar. Un curiosoescarabajo escondido en la ropa de lavíctima es la pista que se utiliza comohilo conductor. El visitante tendrá querelacionar tres animales diferentescon sus acciones y los beneficios queprovocan en las plantas.

C. Aplicación web: al igual que en lospaneles el juego se ofrece en laspáginas de nuestro jardines(www.rjb.csic.es ywww.jardibotanic.org), con laposibilidad de jugar en español oinglés en Madrid y valenciano oespañol en Valencia. Los contenidosque se trabajan son los mismos y lasactividades a realizar similares. Alfinalizar el juego puedes descargartetu propio diploma de detectivepersonalizado.

Conclusiones

Aunque el trabajo ha sido duro elresultado está siendo muy positivo. Laactividad ha tenido una gran aceptaciónpor el público, que no duda enfelicitarnos y demandarnos másactividades de este tipo. Hemosconseguido sorprender a nuestrosvisitantes habituales y atraer a otros quenos han venido a ver sólo gracias a estaactividad. Las páginas web han recibidotambién numerosas visitas y ¡yatenemos un montón de detectives! Encuanto a los equipos de educaciónimplicados, a pesar de la distancia quenos separa, hemos logrado un trabajoconjunto y nos hemos enriquecido conformas de trabajo diferentes a lasnuestras.

BGCI • 2011 • Roots • Vol 8 (2)12

Folletos producido para el Misterio en el Botánico, presentando el crimen y los sospechosos y un mapa dedonde están las pistas (Picture courtesy of Universidad de Valencia y Real Jardín Botánico de Madrid)

Idea original y contenidos

Equipo Educación RJB Madrid: IreneFernández de Tejada de Garay, MariaBellet Serrano y Esther García GuillénEquipo Valencia: Maria Jose Carrau,Olga Ibañez y Josefa Rey

Diseño: Naturama

Web de soporte;• Fundación Biodiversidad;

www.fundacion-biodiversidad.es/• UCN, International Union for

Conservation of Nature, helpshttp://www.uicn.es/

• http://www.unesco.org/new/es/unesco/

Datos

1. Real Jardín Botánico, CSIC. Plaza deMurillo, 2. Madrid E-28014 (ESPAÑA).Tel. +34 91 4203017.FAX: +34 91 4200157)www.rjb.csic.es/

2. Jardín Botánico de la Universidad deValencia C/ Quart 80 46008 ValènciaSPAINTel. + (34) 963 15 68 00FAX: +34 963156826www.jardibotanic.org/

SUMMARY

At dawn a man walking his dog found abody in a wasteland near his home. Thepolice confirms the body is male and ofCaucasian origin. He has dark hair,weighs 75Kg and is approximately1.80m in height. No documentation wasfound on his body however traces ofplant debris and chemicals were present.Tracks found in the surrounding area,suggest the crime scene could havebeen the Botanic Garden. A list ofsuspects is quickly assembled ofbotanic garden staff and visitors whohave plant residue on their clothing andwere in the vicinity of the crime sceneduring the time of the alleged murder.

This is the opening scenario for aneducational mystery game developed bythe Royal Botanic Garden, Madrid andthe University of Valencia BotanicGarden, Spain - two gardens, located intwo geographically separated cities. Byusing online and digital resources theyhave been able to create a parallel worldin which distances do not exist.

The clues contained in the murdermystery, consist of components ofplants, pollen and fruit. The mysterygame is also about studentsunderstanding the concepts of biologicalcontrol and red lists. Designed to playon-line or in-situ in a botanic garden, thisgame aims to make science accessibleand plants attractive to school children.The gardens believe it offers an effectiveand creative way to popularize science.

RÉSUMÉ

A l'aube, un homme qui promène sonchien trouve un cadavre dans un terrainvague à côté de chez lui. La policeconfirme que le corps est celui d’unhomme d’origine caucasienne. Il a descheveux noirs, pèse 75 kg et mesureenviron 1,80 m. Aucun papiers n'a ététrouvé sur lui, en revanche quelquesdébris végétaux et des produitschimiques étaient présents. Des tracestrouvées aux alentours suggèrent que lascène du crime pourrait être le jardinbotanique. Une liste de suspects estrapidement constituée parmi lesmembres du jardin botanique et lesvisiteurs qui ont des restes de plantessur leurs vêtements et qui étaientprésents aux alentours de la scène ducrime au moment supposé du meurtre.

Ceci est le scénario d'ouverture d'uneenquête pour un jeu éducatif mis au pointpar le Jardin botanique royal de Madrid etle jardin botanique de l’Université deValence en Espagne, deux jardins situés

dans des villes géographiquementséparées. A l’aide des ressourcesnumériques et de ressources en ligne,ils ont créé un monde virtuel où lesdistances n'existent pas.

Les indices du roman policiercorrespondent à des parties de plantes,du pollen et des fruits. Par le biais de cejeu les concepteurs souhaitentégalement que les étudiantscomprennent les principes du contrôlebiologique et des listes rouges. Conçupour être joué en ligne ou sur place dansun jardin botanique, ce jeu à pour but derendre la science accessible et de rendreles plantes intéressantes pour lesscolaires. Les concepteurs pensent qu'ilpropose un moyen efficace et créatif depopulariser les sciences.

Irene Fernandez de TejadaUnidad Cultura Científica-EducaciónReal Jardín Botánico CSICPlaza de Murillo, 2MadridE-28014ESPAÑAEmail: iftejada@rjb.csic.esWebsite: www.rjb.csic.es/

Maria José CarrauResponsable del Gabinet de DidàcticaJardí Botànic de la Universitat deValènciaC/ Quart 80 46008ValènciaSPAINEmail: maria.j.carrau@uv.esWebsite: www.jardibotanic.org

BGCI • 2011 • Roots • Vol 8 (2) 13

Una pancarta sobre el projecto en el Centro de Visitantes en el Jardín Botánico de Valencia (Picture courtesyof Universidad de Valencia y Real Jardín Botánico de Madrid)

Learning by design

The seeds of this project were sownfour years earlier through thedesign development process used

to build the SA Water MediterraneanGarden in the Adelaide Botanic Garden.The design premise was to build agarden that would have a multiplicity ofeducational and interpretive uses ratherthan simply being a display of plantsfrom the Mediterranean zones of the

BGCI • 2011 • Roots • Vol 8 (2) • 14-1614

Youngsterswith a stake in the future

Des jeunes avec un engagement pour le futurJóvenes con una apuesta al futuro

Message Sticks offered the public an opportunity to read and think aboutenvironmental issues (Picture courtesy of Adelaide Botanic Garden)

Message Sticks is an exciting

secondary schools project in

which students share, through

storytelling and art, their

understanding of what it means to

live in South Australia. Developed

during a youth arts festival and

delivered in a uniquely Australian

way, the stories describe the

interconnectedness of plants,

water, fire, culture, lifestyle and

sustainability in the Mediterranean

area of the South Australian (SA)

landscape. Steve Meredith and

Cat Stone from Adelaide Botanic

Garden explain.

world. At the forefront of this processwas our education and interpretationteam, working with the landscapearchitects and horticultural staff todevelop a garden that was not onlybeautiful but would also provide multi-level learning opportunities for bothpublic and schools visitors.

Some of the key interpretive ideas andstorylines integrated into the designincluded:

Ephemeral water – here today, gonetomorrowPlants in Mediterranean zones haveadapted to seasonal water. So should we.Gardens for the future – sustainablelandscapesCities and people need sustainablegardens in public and private spaces.Fire & Dry – surviving the dry and firePeople and plants have to adapt to fireand its long-term effect on lives andlandscape.

Threats – the natural environment indangerWild plant populations are under threatbecause Mediterranean environmentsare attractive places to live and farm.Culture – food, symbolism, traditionalpeoples and plant knowledgeThere are many fascinating stories thatconnect plants, people and culture inMediterranean climates around the world.

Art storylines

With such a rich palette of storylines thegarden’s design provided plenty ofrelevant and wide-ranging artistic,interpretive opportunities for the studentartists participating in the MessageSticks project. Some of thecomplementary themes studentsdeveloped through their work aftervisiting the Mediterranean gardenincluded:

• Water – natural ephemeral cycles ofwet and dry, abundance, drought.

• Water for human needs, water for theenvironment.

• Spotting plant adaptations that areuseful for developing water-wisegardens.

• Understanding fire, a constant threatduring long, dry summers.

• Endangerment, Mediterraneanenvironments are good places to livebut at what environmental cost?

• Sustainability through garden design –Mediterranean landscapes, why havethem, what are the constraints andwhat do they look like?

• Mediterranean lifestyle, people andculture including indigenousperspectives.

• Global Mediterranean environments,Chile, Mediterranean Basin, California,South Africa. How are they the same?How are they different?

• Climate changes and possible futures.

Developing the exhibition

A total of 46 student artists plus their artteachers, from three local disadvantagedhigh schools, participated in theproduction of 24 Message Sticks.The students and teachers visited theBotanic Garden for an introduction to theoverarching exhibition theme of‘Learning to live in and with ourMediterranean environment’. Studentsalso spent time drawing inspiration andmeaning from the garden space with ahighly respected community artist, JohnWhitney, who specialises in working withyoung people. Over the next four weeksJohn assisted students at their schools,developing their research, artworks andaccompanying ‘artist statements’ readyfor placement in the garden as a part of‘Come Out’, the local youth arts festival.

A magnet for visitors

Student works ranged from the superrealistic to the abstract and emblematic.The imaginative, thought-provoking poleartworks added an architectural splashof colour to the garden and were amagnet for thousands of visitors, whocould view the exhibition from a distancewhile having coffee on the overlookingplaza, or interrogate individual worksmore closely while meandering throughthe Mediterranean garden. In particular,many visitors spent time reading theartists’ statements, which not onlyassisted them in interpreting theartworks but also provided subtleenvironmental messages about thesurrounding living exhibition space,sustainability and the local Adelaideenvironment.

Alex, Jacob and Tyler from Ocean ViewCollege wrote in their statement:

‘The Mediterranean environment thatexists in South Australia revolves arounda delicate balance between the warmsummers and the wet cool winters,allowing our diverse plant life to exist.

BGCI • 2011 • Roots • Vol 8 (2) 15

A total of 46 student artists plus their art teachers, from three local disadvantaged high schools, participatedin the production of 24 Message Sticks (Picture courtesy of Adelaide Botanic Garden)

Students were highly motivated to participate in theproject because their work would be displayed inthe botanic garden (Picture courtesy of AdelaideBotanic Garden)

In the case that our climate changesdramatically we have shown arepresentation of what we think thelandscape will look like.’

Over three and a half thousand studentsalso visited the exhibition, using theartworks as a stimulus for thinking aboutthe nexus between plants, people, water,sustainability and the future. One schoolin particular was so impressed by theexhibition concept that they developedand installed a similar project forpermanent display in their own schoolgrounds.

What’s the message?

What were some of the outcomes ofhaving an environmentally themed artexhibition by young people on display ina botanic garden?

The project reaffirmed that when botanicgardens see young people as a part oftheir genuine cultural constituency manybenefits can follow. Firstly, students werehighly motivated because they had a‘real world’ end point for their work, inthis case having their art displayed in ahigh profile institution as a part of acultural festival. Secondly, the generalpublic loved the opportunity to seeyoung people’s work on display andbeing provided, through the artists’statements, with an insight into theirthinking on environmental issues. Thirdly,the project highlighted the power ofmarrying the arts with environmentalunderstanding in order to capture thehearts and minds of those producingand those viewing the works.

From a garden design and developmentperspective, the artworks significantlyadded to the interpretive power of thegarden space during the display, sostrengthening the number of learningopportunities and the variety of culturaland interpretive uses a garden can havewhen the original design is based oneducation and interpretation.

RÉSUMÉ

« Bâtons de messagers » est un projetéducatif pour les élèves du secondairemis au point par le Jardin botaniqued'Adélaïde afin d’encourager les jeunesà partager leurs histoires et leurs

connaissances, à travers l'art, sur ce quecela signifie de vivre dans unenvironnement méditerranéen.La remarquable exposition de bâtonsartistiques, créée tout spécialement pourêtre présentée lors du festival local d'artpour les jeunes, est composée de 24bâtons qui dépeignent des histoires liéesà l'interconnexion entre les plantes, l'eau,le feu, la culture, le mode de vie et ledéveloppement durable dans la zoneméditerranéenne qui constitue une partiedu paysage du sud de l'Australie. Ce largeéventail d'idées à été dynamisé grâce audesign éducatif et interprétatif de l'espaced'exposition du jardin botanique : le jardinméditerranéen des eaux du sud del’Australie, récemment aménagé.

RESUMEN

Los postes mensaje son un proyecto delJardín Botánico de Adelaide dirigido aestudiantes mayores de las escuelassecundarias, en éste, se motiva a losjóvenes a compartir sus historias y

entendimiento de qué significa vivir enel Mediterráneo a través del arte. Esteextraordinario proyecto artístico, fuedesarrollado específicamente como unade las muestras para el festival local deartes; consistió en 24 postes mostrandohistorias interconectando plantas, agua,fuego, cultura, estilo de vida ysustentabilidad en el paisajismo de lazona mediterránea del Sur de Australia(SA). Este barrido de ideas permitió elapuntalamiento educacional y diseñointerpretativo del espacio dentro delJardín Botánico en el relativamentereciente creado Jardín AcuáticoMediterráneo del SA.

Steve MeredithManager, Schools Education& Cat StoneBotanic Gardens of AdelaideNorth TerraceAdelaide, SA 5000, AustraliaEmail: meredith.steve@saugov.sa.gov.auWebsite: www.environment.sa.gov.au/botanicgardens/home

BGCI • 2011 • Roots • Vol 8 (2)16

A thought provoking statement produced by one of the artists and attached to their message stick during thelocal youth arts festival (Picture courtesy of Adelaide Botanic Garden)

Introduction

The concern about conservation,sustainable use and equal sharing ofbenefits from biodiversity is central

to the aims of the Convention on BiologicalDiversity (CBD). In 2002, signatories to theCBD took a significant step forward to

meet this target by establishing the GlobalStrategy for Plant Conservation (GSPC).The main objective of the GSPC is to haltthe loss of plant biodiversity.

Brazil, a country whose biological andcultural diversity is widely recognized,contains seven distinct biomes of global

significance. These biomes include awide variation of ecosystems and aredistributed among five geographicalregions. They have their own individualclimates, flora and fauna and a highdegree of hydrological and mineraldiversity. Tragically, the abuse of naturalresources by humans is causingenvironmental damage to these biomes.The consequences are seen to bypassnational borders and indifferently impacton people in geographically distantregions, even on different continents.

Article 13 of the CBD deals withconcerns about raising publicconsciousness about the importance ofconservation and sustainable use ofbiodiversity. Rio de Janeiro BotanicGarden has put considerable effort intodeveloping educational projects that willfoster the interest and awareness of itsaudience in the importance ofbiodiversity and the consequences of itsloss worldwide. These projects areaimed at the regular visiting public of theGarden which is currently around600,000 people a year. And withinprojects, the Garden offers a range ofeducational activities aimed atstimulating interaction between thepublic and the resources of itsarboretum. Consequently the Gardenfinds that visitors are increasinglycontacting staff for more informationduring and following their visit. TheGarden tries to encourageunderstanding and support forenvironmental principles and conceptsby emphasizing the importance ofvegetation, biodiversity conservation,scientific research and sustainabledevelopment. It believes that care andconcern in the transmission of scientificinformation can stimulate a new way ofthinking and acting, with programmes

BGCI • 2011 • Roots • Vol 8 (2) • 17-19 17

A panel from the Crave for Water exhibition which explored the relationship of the Macacos river with the Riode Janeiro arboretum (Sergio) (Picture courtesy of Carmen Machado)

Linking Brazilian culture andscience for sustainability

Lier la culture brésilienne et la science pour le développement durableEnlazando cultura y ciencia brasileña para la sustentabilidad

Carmen Silvia de Lemos Menezes Machado, Rio de

Janeiro Botanic Garden, Brazil, discusses two exhibitions

that helped raise public awareness of conservation and

sustainability in line with Article 13 of The Convention on

Biological Diversity (CBD) and the Global Strategy for Plant

Conservation (GSPC).

that expand visitors’ understanding. Thefollowing two projects, relating individualspecies to their role in the environment,exemplify this thinking.

Planting history

This project involved displaying elementsof the living and photographic collectionsas well as historical texts about theGarden and the city of Rio de Janeiro.The exhibition was inaugurated inOctober 2004 and remained in thearboretum area of the Garden for oneyear. Its success resulted in the exhibitionbeing rebuilt in 2006 for the Week ofScience and Technology, a free week-long event held annually in Brazil duringOctober and organised by the Ministry ofScience and Technology. The exhibitionprovided scientific information about theplants as well as information about theircommercial and medicinal use.

Spread out through the arboretum, theexhibition caught the attention of visitorsand encouraged them to look at thefeatures of the arboretum in a differentway. The exhibition, which touched ontopics such as deforestation, reforestationand human pressure, was attended byover 77,000 visitors between October andNovember 2004 and by more than290,000 people in 2005. Undertaking thisinitiative not only offered anunprecedented experience in the BotanicGarden, but also laid the foundation forfurther projects to contribute to thedevelopment of knowledge related toplants, their use and importance, and ofcourse their relationship with humans.

Crave for water

This second project addressed waterusage and conservation, particularly withrespect to the city. It focused on thechange of direction of the city’s rivers

and on their adaptation and expansion.Visitors are often unaware of how theriverbeds in Rio de Janeiro have beendeflected and channelled to avoidflooding and to optimize the use ofcertain areas for the development of thecity – resulting in a changed landscape.

The exhibition used signboards along theMacacos river (which crosses the wholeGarden) and explored its relationship withthe arboretum, its fauna and flora, andwith the city of Rio de Janeiro, includinginformation about the conservation ofciliar woods that protect riverbanks andthe quality of the water. The Rio dosMacacos exhibition provided the gardenwith an excellent opportunity to talk to thepublic about the need to reshape thearboretum and reorganize its flowerbedsand alleys in order to solve problemsrelated to floods within the Garden. Theexhibition was inaugurated on September19, 2007 to coincide with InternationalDay of Clean Water. Over 349,000 people

visited the exhibition which was alsoshown in other institutions in Rio deJaneiro, including the Museum of theRepublic, the Army Historical Museumand Copacabana Fortress.

Conclusion

With these and other public experiencesin the Botanic Garden we are aiming tocreate an awareness of a newsustainable way of life – alongside otherbotanic gardens around the world, wheresuch educational activities supported bythe CBD and GSPC aim to minimize theloss of biodiversity, an issue of vitalconcern to all of us.

Notes

Article 13. Public Education andAwareness – The Contracting Partiesshall: (a) Promote and encourageunderstanding of the importance of, andthe measures required for, the

BGCI • 2011 • Roots • Vol 8 (2)18

Verónica standing next to a panel from Planting History, which touched on topics such as deforestation and wasattended by over 300,000 visitors between 2004 and 2005 (Picture courtesy of Social environmental centre)

Panorama of the arboretum at the Rio de Janeiro Botanic Garden (Picture courtesy of Rio de Janeiro)

conservation of biological diversity, aswell as its propagation through media,and the inclusion of these topics ineducational programmes; and (b)Cooperate, as appropriate, with otherStates and international organizations indeveloping educational and publicawareness programmes, with respect toconservation and sustainable use ofbiological diversity. http://www.cbd.int/convention/articles.shtml?a=cbd-13

Currently JBRJ is the headquarters ofthe National Center for PlantConservation (CNCFLORA) which hasamong its tasks, coordination,generation, evaluation and access toinformation about species on theBrazilian Official List of EndangeredSpecies of Flora, as well as being aninternational reference for plants in Brazil(Martinelli, 2009; Heizer, 2010, p. 209).

Acknowledgement

Grateful thanks for the support inpreparing this article are given to OliviaMenezes, Alda Heizer, Luisa Rocha,Environmental Museum & SocialEnvironmental Centre

Bibliography

,Martinelli, G., 2009, Centro Nacionalde Conservação da Flora(CNCFLORA) report, Rio de JaneiroBotanic Garden (Instituto dePesquisas Jardim Botânico do Rio deJaneiro - JBRJ)

,Brazilian Institute of Environment andNatural Resources (Instituto Brasileirodo Meio Ambiente e dos RecursosNaturais Renováveis (IBAMA)), 2010,Brasilian Ecossistems, available at:www.ibama.gov.br/ecossistemas/home.htm

,Convention on Biological Diversity,2010, Article 13. Public Education andAwareness, available at: www.cbd.int/convention/articles.shtml?a=cbd-13

, European Centre for NatureConservation (ECNC), 2000,Communicating Nature Conservation:Manual on using communication insupport of nature conservation policyand action. Ed. Sandra Rientjes,ECNC, Netherlands.

,Heizer, A., 2010, João GeraldoKhulmann e a Comissão de Defesa daBorracha de 1912, in Heizer, A. &Videira, A. A. P. (eds) Ciência,Civilização e República nos Trópicos.Mauad X: FAPERJ, Rio de Janeiro.

, Plantando História, 2010, A Árvore davida, available at: www.jbrj.gov.br/plantando/plantando11_1.htm

RÉSUMÉ

L'article 13 de la Convention sur ladiversité biologique (CDB) porte sur lapromotion et l'encouragement de lasensibilisation du public quant à lacompréhension de l'importance de la

conservation et de l’utilisation durable dela diversité biologique. Cet articleconcerne tous les jardins botaniques et,depuis que la Convention est entrée envigueur en 1993, les jardins botaniquesbrésiliens ont fait des effortsconsidérables pour développer desprojets éducatifs qui éveillent l'intérêt et lasensibilisation du publics quant àl'importance de la biodiversité et la gravitéde son érosion au niveau mondial. LeJardin botanique de Rio de Janeiro adéveloppé un panel d'activitéséducatives, dont le but est de stimuler lesinteractions entre le public et lesressources disponibles dans l'Arboretum.Son objectif est d'encouragerl’intériorisation des principes et desconcepts environnementaux, tout enmettant en avant l'importance de lavégétation, de la conservation de labiodiversité, de la recherche scientifiqueet du développement durable.

RESUMEN

El artículo 13 de la Convención enDiversidad Biológica (CBD) se refiere apromover y motivar conciencia en elpublico en la importancia de lasustentabilidad y uso de la diversidadbiológica. Los jardines botánicos hanguardado relación con la convencióndesde que entro en fuerza en 1993, losde Brasil han dedicado esfuerzos muyconsiderables en el desarrollo deproyectos educacionales que handespertado el interés y conocimiento consus audiencias en temas de importanciacomo la seria perdida de la biodiversidaden el planeta. El jardín botánico de Riode Janeiro ha generado actividadeseducacionales orientadas en estimular ladirección entre el público y los recursosdisponibles en el Arboreto. La meta esalentar la interiorización delmedioambiente y sus conceptos,enfatizando la vegetación, conservaciónde la biodiversidad, investigacióncientífica y el desarrollo sustentable.

Carmen Silvia de Lemos MenezesMachadoAnalyst at Museu do Meio AmbienteJardim Botânico do Rio de JaneiroInstituto de PesquisasJardim Botânico do Rio de Janeiro(JBRJ)Rua Jardim Botânico, 1008, BrazilEmail: carmen@jbrj.gov.brWebsite: www.jbrj.gov.br

BGCI • 2011 • Roots • Vol 8 (2) 19

Panel explaining the conservation of cilia woods that protect the riverbanks and quality of water(Picture courtesy of Carmen Machado)

With the coolest NorthernEuropean summer for decadesgiving way to autumn and one

of the warmest springs on record just adistant memory, the British love affair withgardens and gardening continues,serenely untroubled by the vagaries of theweather. The enduring popularity ofprestige events like the annual ChelseaFlower Show and the hundreds ofthousands of visitors who flock to botanicand show gardens around Britainseemingly attest to a robust and healthynational appreciation of the natural world.

Yet behind these benign assumptionslurk troubling questions about howgenuinely this nation of nature lovers isresponding to the key environmentalchallenges of our age, such as climatechange and biodiversity loss.

By current UN estimates over half theglobal human population is now living intowns and cities, a trend driven in recentdecades by massive population growth,increasing industrialisation and theheadlong dash to urbanisation,especially in the developing world. It’s apattern long familiar in the UK of course,one of the most densely populatedcountries on earth, where the vast

majority of the British population hasbeen urbanised for well over a century.And herein lies a paradox: just as thescientific community is reaching nearconsensus about the dangers posed by

global climate and biodiversity loss,humanity is busily turning its back on thenatural world and heading into the cities.

What do these demographic andsocietal changes mean for naturereserves, botanic gardens, horticulturalorganisations and the like, operating asthey do at the intersection of nature,science and society? Even moreurgently, how do those who are chargedwith educating our largely urbanisedchildren and young people instil in thema proper understanding of their place inthe natural world?

Earlier this year, 29 pioneering Englishgardens, ranging from some of the mostaugust names in English gardening to

BGCI • 2011 • Roots • Vol 8 (2) • 20-2220

Créer des écoles, récolter l’apprentissageCrear escuelas, cosechando aprendizaje

Even traditionally conservative institutions like botanic

gardens have the capacity to engage meaningfully with

their host communities on issues of social and

environmental importance, writes David Jeffreys, who

reports on the emerging success of the Growing Schools

Gardens scheme in England.

Growing Schoolsharvesting learning

The schools surrounding Cambridge University Botanic Garden have little or no outside green space.CUBG has set created a 20m x 40m site to inspire children and teachers about growing plants(Picture courtesy of Cambridge Botanic Garden)

inner-city newcomers, gathered inLondon to celebrate their membership ofan elite group – as accredited GrowingSchools Gardens (GSGs).

Launched under the Growing Schoolsinitiative and jointly managed by BotanicGardens Education Network (BGEN) andFarming and Countryside Education(FACE), the GSGs scheme is a networkof gardens throughout England that:

1. Exemplify good practice, includingrisk management, in children’slearning in the natural environment

2. Provide training for teachers andeducators to develop outdoorclassrooms for learning

3. Provide access to gardens that offer arange of plant displays andopportunities for learning outside theclassroom

According to BGEN board member, GailBromley, from the Royal BotanicGardens, Kew, “achieving accreditedGSGs status shows that membergardens are benchmarking educationalvisit standards. They’re delivering highquality teaching and learningexperiences for children, while at thesame time effectively managing risk.”

A key philosophical strand in theGrowing Schools approach is containedin the 2006 Learning Outside theClassroom Manifesto, that calls for everyyoung person to “experience the world

beyond the classroom as an essentialpart of learning and personaldevelopment, whatever their age, abilityor circumstance”. Growing Schools’particular focus is on:

• Food and farming, including themanaged countryside

• Gardens, gardening and green spaces• Wildlife and the natural environment

and within this framework the schemeaims to provide a practical approach to itscore theme of care – for the individual, forothers and for the environment.

Botanic gardens, with their historictradition of public engagement,education and scientific enquiry havebeen among the first to seek GSGsaccreditation. Cambridge UniversityBotanic Garden is situated on a 40-acresite about a mile from the city centre andis surrounded by urban development,including several primary and secondaryschools with little or no outside greenspace. Deciding that a Growing Schools’Garden would present ideal teachingopportunities, Cambridge created a 20mx 40m gated site with a coveredteaching space and large vegetablegrowing areas connected by a path tothe rest of the Botanic Garden.

Two themes dominated Cambridge’sthinking. It was keen to provide a spacefor school groups to visit and getinvolved with practical horticulture,

in particular to grow and care forvegetables, fruits, flowers and herbs.And it also wanted a demonstrationgarden to showcase ideas andtechniques for visiting schools toreproduce elements of an accessible,wildlife and environment-friendly workingplot in their own school grounds.

Kick-started by a local government grantand with early design inputs from localschools, a detailed plan was drawn upwhich took into account such factors ascirculation and footfall within the garden.A large force of parents and botanicgarden volunteers set to work andvegetable cultivation began in March2007. Working with children in thegarden environment was a challengeovercome by harnessing and effectivelychannelling their natural enthusiasm tobe working outside!

Cambridge is installing raised beds tofacilitate disabled access andengagement with the project, while asensory area and the inclusion of artprojects should enhance the site’samenity.

With its well-established reputation as aresource for local schools and itspopularity with visiting families, DurhamUniversity Botanic Garden’s decision in2009 to create a specific Children’sGarden was a natural development.Durham hosts around 85 school visits ayear, mostly from primary schoolsinvestigating plant adaptations to theirenvironment, and has noticed increasinginterest in schools developing their owngrounds. A key objective was toencourage interest in the provenanceand cultivation of edible plants,especially vegetables, and provideopportunities for children to get activelyinvolved. On a limited budget and usingrecycled material – a situation familiar tomany schools – an interesting child-focused layout was created, with secretpaths and hiding places. Adult accesswas restricted, for example, byconstructing a low tunnel of canes overwhich sweet peas were grown, or bycutting a child-sized entrance out ofplywood. Flowers, decorative end edibleplants were cultivated in raised beds, aswell as plants of particular ethnobotanicalinterest, like flax. When children visitedthe nearby oriental museum to see amummy wrapped in linen they were ableto make a link to the plant.

BGCI • 2011 • Roots • Vol 8 (2) 21

Durham University Botanic Garden has created a Children’s Garden on a limited budget using recycledmaterials (Picture courtesy of Durham University Botanic Garden)

Durham’s Head Gardener, Mike Hughes,is in no doubt about the garden’ssuccess. “Just having a garden areadesignated for children has helped us tofocus and think more effectively abouttheir needs and requirements. We’veused the garden for a teachers’ continualprofessional development (CPD) sessionand it has also been visited by teacherslooking to develop their own schoolgardens.”

Birmingham Botanical Gardens &Glasshouses are located on a 15-acresite at Edgbaston, just outside the citycentre. A Growing Schools Garden,designed by award-winning TV gardenerChris Beardshaw, was installed in 2007with central government backing and thesupport of Learning through Landscapesand FACE.

Critically, pupils from more than 30schools were involved in its inception.The garden’s purpose is to demonstratehow teaching and learning can takeplace outside the classroom, withinschool grounds and also beyond theschool boundaries. An evolutionarysection explores geological history andthe evolution of plants and animals, andthere are also aquatic, wildlife andstorytelling areas. Onsite buildingsshowcase modern and traditionalsustainable construction methods.

Already the Garden has been used for arange of CPD courses and, through itsholiday workshops for children, is nowan integral part of Birmingham’s informaleducation programme.

These case studies illustrate theimmense potential of botanic gardensand similar institutions to becomeagents of social engagement with theirhost communities – if they possess thenecessary will and the vision. The GSGsframework enables gardens to identifyand harness these innate capacities andshare their good practice.

RÉSUMÉ

Une étude des Nations Unies indiqueque plus de la moitié de la populationhumaine vit en villes , unetendance desrécentes décennies liée à unaccroissement massif de la population,au développement de l'industrialisationet à la course à l'urbanisation, en

particulier dans les pays développés. AuRoyaume-Uni, qui est parmi les pays lesplus peuplés au monde, la plus grandepartie de la population britannique a étéurbanisée depuis plus d’un siècle. Unchangement démographique et sociétalaussi important pose d'immenses défisaux organisations comme les jardinsbotaniques et les réserves naturellesdont le champ d'action se situe àl'intersection entre la nature et la société.Il est probable que la question la pluscruciale, à laquelle doivent faire faceceux qui sont en charge de l'éducationdes enfants et des jeunes largementurbanisés, est comment les amener àréfléchir sur leur place dans le mondenaturel et également les aider àcomprendre le rôle fondamental de lanature dans le développement de lasociété humaine, la culture et larecherche scientifique. David Jeffrey faitun compte-rendu du projet « Des jardinsd’écoles qui poussent », 'un réseau dejardins anglais pionniers qui s'attaque defront à cette question.

RESUMEN

Actualmente estadísticas de lasNaciones Unidas calculan que la mitadde la población mundial se encuentra enciudades y poblaciones, la tendencia enrecientes décadas es una explosiónmasiva en ellas, incrementando laindustrialización y la precipitada

urbanización, especialmente en lospaíses desarrollados. El Reino Unido seencuentra entre los países masaltamente poblados del mundo, sushabitantes han sido urbanizados pormás de un siglo. Estos cambiosdemográficos y sociales presentan unsinnúmero de retos a las organizacionescomo lo son jardines botánicos yreservas naturales que estánfuncionando como intersección entre lanaturaleza y la sociedad. Tal vez lasinterrogantes a las que se enfrenta laeducación de nuestros altamenteurbanizados niños y adultos jóvenes escomo engendrar en ambos laconcientización de el lugar que ocupanellos en el mundo natural, tambiénayudarles a entender los papelesfundamentales de la naturaleza en eldesarrollo humano de la sociedad,cultura y ciencia. David Jeffreys reportaen como la iniciativa aumentando losjardines escolares, red de jardinesingleses pioneros, puede tratar deresolver esta interrogante de frente.

David JeffreysEarthscopeUKEmail:david@jeffreyshome.demon.co.ukWebsite: www.earthscope.co.uk

For more information about theGrowing Schools Garden Scheme andBGEN visit: www.bgen.org.uk

BGCI • 2011 • Roots • Vol 8 (2)22

The Growing Schools Garden at Birmingham Botanical Gardens & Glasshouses is used for runningContinuing Professional Development courses for teachers (Picture courtesy of Birmingham BotanicalGardens & Glasshouses)

Like many of the world’s botanicalgardens, the Botanical Garden ofthe University of Vienna (Hortus

Botanicus Vindobonensis, HBV), Austria,was originally devoted to the cultivationof useful plants. It was founded in 1754,when the university separated botanyfrom medicine to become a discipline inits own right. The new garden wascreated to serve as a natural display formedicinal and other useful plantsnecessary for the academic studies offuture physicians and pharmacists. Whilethe main focus of the garden soonchanged and its collections were, fromthe early nineteenth century, focusedmainly on plants used for systematic ormorphological studies and for theeducation of future botanists, the HBVretained a species-rich collection of bothuseful and poisonous plants. Right up tothe present day these plants continue tobe used in the teaching of universitycourses in biology and pharmacy, but arealso, like most areas of the HBV, on viewto the circa 150,000 visitors annuallycoming to the garden (Kiehn, 2007).

Curing ‘plant-blindness’

As well as the many visitors to HBV noton guided tours, more than 6,000 peopleevery year are guided through thegarden as part of the Green SchoolProgramme. This programme servesgroups of all ages but many participantsare school pupils between 6 and 18years old; their visit to HBV is often theirfirst conscious contact with botany andliving plants. There does appear to be acommon perception that plants areuninteresting or boring, and they areoften overlooked in everyday life(Hershey, 2002). One aim of HBV’s GreenSchool Programme is to counteract this‘plant-blindness’.

BGCI • 2011 • Roots • Vol 8 (2) • 23-26 23

In a survey, spice plants and medicinal plants were consider the most interesting group of useful plants.Here we have Crocus sativus which provides saffron, the world’s most expensive spice (Picture courtesy ofUniversity of Vienna Botanical Gardem)

Opening the window on‘plant-blindness’

Ouvrir une fenêtre sur la « cécité pour les plantes »Apertura de la ventana de ‘ceguera hacia las plantas’

Medicinal and spice plants are clear winners among

visitors to the University of Vienna Botanic Garden, a

survey has revealed, while ornamental plants and plants

used in industry trail in behind. And age also makes a

difference, with pupils generally less interested than adults

in so-called ‘useful’ plants. Michael Kiehn and his

colleagues describe how Vienna set about establishing

how and with what plants they could encourage an interest

in botany and overcome ‘plant blindness’.

The usefulness of plants seems to be animportant criterion for people (especiallychildren) when arranging plants ingroups (Krüger & Burmester, 2005).Therefore focusing on useful plants islikely to be a good way to attractattention for plants in general. But howdo you choose the best plants to engagethe interest of the visitor? And what isthe best way to build on the visitors’previous experience?

How much interest?

To answer these questions and to findout which species can be used as‘flagship-species’ for capturing thevisitors’ attention, it is important to takeinto account which groups of plants thetarget audience is likely to be interestedin. Whether or not someone has a priorinterest is a factor often overlooked inlearning curricula, but is a variable thathas significant influence on ourmotivation to gather new knowledge(Hidi & Baird, 1986). For our purposes, itis also important to know whetherinterest in useful plants is evenlydistributed within the target groups,whether interest in plants changes withage, and whether there are some areasof knowledge which are ‘sexier’ thanothers. These questions are very relevantto HBV’s long tradition of teaching aboutuseful plants, and initiated a series ofstudies which started in 2008 and arestill ongoing, with the aim of developingan educational concept devoted to theuseful plants group.

Finding the answers

To find answers to the above questionsyou need direct input from the targetedaudience. Thus a special survey wasdesigned, based on the ROSE-questionnaire used in an internationalstudy exploring the Relevance of ScienceTeaching (Schreiner & Sjoberg, 2004).For this project the conventionallyaccepted classification of useful plantsinto six groups was used: medicinal andpoisonous plants, stimulant herbal drugs,edible plants, spice plants, technicallyused plants and ornamental plants.

The survey was in three parts:

• First, the participants had to answer33 questions exploring their interestsin the six different subgroups of usefulplants.

BGCI • 2011 • Roots • Vol 8 (2)24

Top: The useful plants group at the Botanical Garden around 1900Above: The useful plants group at the Botanical Garden in 2011

• Secondly, they had to respond to 20questions dealing with their existingknowledge, in order to estimate thelevel of information that should beoffered to different groups of gardenvisitors.

• Thirdly, participants were askedwhether they found an informationpanel already used in the HBV asappealing and/or which aspects couldbe amended.

The data from the survey werestatistically analysed and an averagevalue of interest was calculated for eachof the four targeted visitor groups:1) adult occasional visitors2) visitors especially interested in plants

picked from the ‘friends association’of HBV

3) pupils from 10 to 14 years of age4) pupils from 15 to 18 years of age.

Spices and medicines

As can be seen in Figure 3 the foursubgroups clearly differ in their focalinterests. Schoolchildren in general seemto be less interested than adults, exceptin stimulant herbal drugs! However, thereis one general trend: spice plants andmedicinal plants are the most interestinggroups of useful plants. Ornamental

plants and plants used for technicalapplications, on the other hand, do notappear to be very effective in raisinginterest in and enjoyment of plants.

There are not only differences betweenthe groups of visitors when it comes totheir interests, but also differences inrespect to their existing knowledge (Fig.4). The results seem to indicate (thoughit was not statistically proven) that foreducational considerations, one shouldtake into account that the same botaniccontent will differently influence theinterest of the target group members,according to the already existingknowledge of each.

Practical consequences

Based on this survey, educationalconcepts to adapt the arrangement andpresentation of useful plants in the bedsof the Botanic Garden have beendeveloped. Because of the diverseattendance at HBV, with its many differenttypes of visitors, the garden is a perfectplace to test a variety of teachingmethods.

To appeal to occasional visitors of all agesthe information panels will comprise bothpictures and text, in equal measure.

Furthermore, text and graphics should bemixed, so that short paragraphs of textalternate with corresponding pictures,since long texts were rated as ratherboring and exhausting to read. In additionthere is a strong demand for making theapplication of the useful plants clearer.This is addressed by placing, about every10 meters, small panels with explanationsfor the abbreviations used on the plantname-tags to describe the applications ofthe useful plants in the beds (e.g. ‘off.’ for‘officinal plant’).

Besides this first group of visitors there aremany people who come to the gardenpurely to extend their – already good –botanical knowledge. These individualswould prefer to find even more informationon the panels. To satisfy them additionalmedia are needed, as putting more text onthe information boards would counteractthe interests of the first (large) targetgroup. The solution here is to develop abooklet containing more detailedinformation on all of the useful plants inHBV. Such leaflets have already beenproduced for other topics in the garden(e.g., on wild bees, living fossils, or pollen).

While the concepts described up to nowrefer to adult visitors, there are alsoprogrammes designed to addressdifferent groups of young people.According to the results of thequestionnaire there are two topics shownto be interesting to all age-groups:medicinal plants and spice plants. Forboth of these plant groups education unitshave been designed for different ageclasses, which include a guided tour byan expert, but also feature phases ofinvestigative learning, where the pupilswork on the subject on their own.

Conclusion

In conclusion, plants people know andperceive as interesting are likely toincrease their attention to botanicalinformation. The subject of useful plantscontains many elements for increasingan understanding of botany in general. Inorder to optimize the target-oriented useof these plants for counteracting theproblem of ‘plant-blindness’, this study isbeing continued in the context of a PhDthesis, intended to provide more detailson the distribution of interests in usefulplants among the garden’s visitor base. Itmarks a new departure in scientific studyat HBV.

BGCI • 2011 • Roots • Vol 8 (2) 25

med

icalplants

Index

ofinterest

-1.5

pupils 10-14 yr

-1.0

-0.5

0.0

0.5

1.0

1.5

2.0

stimulan

the

rbal

drugs

edibleplants

spiceplants

tech

nica

llyused

plants

orna

men

talp

lants

averag

einterest

friends of the BBV average interest of all groups

pupils 15-18 yr occasional visitors

Figure 3 – Interest in different groups of useful plants shown for different groups of visitors (Courtesy ofUniversity of Vienna Botanical Gardem

pup

ils10

-14yr

right answers

perce

ntag

e

100

90

80

70

60

50

40

30

20

10

0

pup

ils15

-18yr

occa

sion

alvisitors

friend

sof

theHBV

Figure 4 – Percentages of right and wrong answers to questions about useful plants; an indicator forknowledge in different groups of visitors (Courtesy of University of Vienna Botanical Gardem)

don’t know wrong answers

References:

,Hershey, D., 2002, Plant Blindness:‘We have Met the Enemy and He is Us’.Plant Science Bulletin 48 (3): 78–84

,Hidi, S. & Baird, W., 1986:Interestingness – A Neglected Variablein Discourse Processing. CognitiveScience 10: 179–94

,Kiehn, M., 2007: Der BotanischeGarten der Universität Wien –Forschungsstätte mit Tradition undinnerstädtische Oase. Museum AktuellMai 2007, 36–9

,Krüger, D. & Burmester, A., 2005: WieSchüler Pflanzen ordnen. ZfDN 11: 85–102

, Schreiner, C. & Sjøberg, S., 2004:Sowing the seeds of ROSE. ActaDidactica 4/2004. Oslo: Dept. ofTeacher Education and SchoolDevelopment, University of Oslo

RÉSUMÉ

Dans la plupart des jardins botaniques,la culture et la présentation de plantesutiles est une longue tradition. Cegroupe de plantes est également connupour être d'un grand intérêt pour lesvisiteurs des jardins. C'est pour cetteraison qu'une étude a été menée auJardin botanique de l'Université deVienne pour définir comment les plantesutiles peuvent être employées poursusciter de l'intérêt pour la botanique, etcomment cela peut être adapté àdifférents publics. Quatre groupes ciblesont été sélectionnés : les scolaires dedeux groupes d'âges (10 à 14 ans et 15à 18 ans), le grand public et les groupesspécialisés venant de l'Association desamis du Jardin botanique. Le bilan duquestionnaire fait ressortir que les épiceset les plantes médicinales sont lesgroupes de plantes utiles suscitant leplus d'intérêt de la part des visiteurs. Lesplantes ornementales et les plantesutilisées pour l'industrie présentent unintérêt moindre pour les visiteurs. Deplus, comparativement aux adultes, lesscolaires expriment moins d'intérêt pourla plupart des plantes utiles à l'exceptiondes plantes à drogues. Les donnéessuggèrent que différentes approchessont nécessaires pour accroître lacompréhension de la botanique et des

plantes auprès de différents publics.Basé sur ces résultats, un panel desupports de communication a étédéveloppé pour correspondre auxdifférents groupes intégrant despanneaux d'interprétation, des livretsd'information, des programmespédagogiques, qui seront testés pourleur efficacité à lutter contre la « cécitépour les plantes ».

RESUMEN

En la mayoría de los jardines se cultivany muestran plantas útiles de largatradición. Siendo estas tambiénconocidas y de gran interés por losvisitantes. Es por ello que por medio deuna encuesta el Jardín Botánico de laUniversidad de Viena está buscandocomo emplear las plantas útiles paracrear un interés botánico, además,como se puede optimizar esto paradiferentes tipos de audiencias. Seseleccionaron cuatro grupos: dos rangosde escolares (10-14 y 15-18 años),público en general y otro grupo deinterés especial formado por laAsociación de Amigos del JardínBotánico. Los resultados indicaron quelas plantas usadas como especias ymedicinales fueron las que más atrajeron

el interés de estos visitantes. Asimismo,los escolares mostraron menos interésque los adultos en la mayoría de lasplantas, a excepción, de aquellas queposeen drogas estimulantes. Los datossugieren que se necesitan diferentesenfoques para aumentar elentendimiento botánico adecuado acada tipo de audiencia. Con base a esteestudio, un rango de medios de lacomunicación están siendoimplementados para cada uno de losdiferentes grupos, incluyendo tablerosde interpretación, cuadernosinformativos, programas educacionales,los cuales también serán puestos aprueba de efectividad para vencer elfenómeno de ‘ceguera hacia las plantas’.

Kiehn Michael, a.o. Univ.-Prof. Dr.Head of Research Group andScientific DirectorJakobus Sales-Reichartzeder, MagPeter Pany, MagBotanial Garden of the UniversityViennaRennweg 14A-1030AustriaEmail: Michael.Kiehn@univie.ac.at &peter.pany@univie.ac.atWebsite:www.botanik.univie.ac.at/hbv

BGCI • 2011 • Roots • Vol 8 (2)26

Introduction

TheWellcome Collection in London,is self-described as “a free visitordestination for the incurably

curious”. Through the permanent andtemporary exhibitions and lively publicevents, the Wellcome Collection exploresthe connections between medicine, lifeand art. In this interview, Dr Ken Arnold,Head of Public Programmes talks to DrAsimina Vergou of BGCI about theCollection’s exhibitions which hedescribes as experimental,interdisciplinary, playful and evenchallenging to the public perception.

Asimina Vergou: The Wellcome Trusthas been funded since the 1930s – whendid you start developing the exhibitionsand why?

Ken Arnold:We are 75 years old thisyear. Henry Wellcome, the founder diedin 1936, leaving his fortune to fund thecharity and also his enormous collection¬– over a million objects. He gatheredthis collection as a sort of a window onthe material and visual culture of healthand medicine and well-being. So Isuppose it has been more or lesscontinuously on show ever since, but the

idea of putting on a major display cameabout in the 1970s, when the ScienceMuseum set up its Wellcome Collection(which it has on permanent loan) overtwo floors, still pretty much the sametoday. At the Trust we started doingsmall temporary exhibitions during the1990s. The most recent WellcomeCollection version, based in Euston,

London, was opened in June 2007. Andit’s an attempt to return to the origins ofthis extraordinary collection and theimagination that fired it and try to thinkabout it in a contemporary context.

AV: So what do you think are the linksbetween science and culture?

KA: Science and culture feel sointermingled that separating them outalmost doesn’t make sense, becausethey are, depending on what you thinkthey are, big enough to contain eachother. But in the conventional wayscience and culture are defined. I guessthe links are to do with the excitement ofthinking about things you already thinkabout, but from a different perspective.It’s exploring the space between them,the arguments or misunderstandings,that make exciting new things happen.

BGCI • 2011 • Roots • Vol 8 (2) • 27-30 27

Quacks and Cures: An exciting late-night event of diagnoses and cures. Visitors had the opportunity to meet aquack doctor, handle live leeches or contribute to their own home remedies (Picture courtesy of WellcomeLibrary, London)

The art of exhibitionsa marriage of science and culture

L'art des expositions - un mariage de la science et la cultureEl arte de exposiciones - un matrimonio de la ciencia y la cultura

In an exclusive interview for Roots, Ken Arnold, the

Wellcome Collection’s Head of Public Programmes in

London, describes the imaginative journeys he and his

team undertake as they create a world-class programme of

exhibitions and lively public events exploring the links

between medicine, life and art.

AV:Why do you think it’s so importantfor the Wellcome Trust to communicatethese links between science andsociety?

KA: That’s at the heart of the WellcomeCollection. The fruits of science areinevitably going to be used or abused byeverybody, so why not start that processearlier, create engagement and debatebefore. For example, there are hugeprotests about GM crops, or scandalsabout the use of human tissue. The ideathat science is removed from society isone that fewer and fewer people believein. Twenty years ago it was a struggle tomake it clear that public engagementmattered, now the university world isrecalibrating success, not by researchexcellence but what they contribute toother spheres.

AV:What makes the WellcomeCollection different from settings such asthe Science Museum?

KA: I think we’re more independent,experimental. Maybe a bit more playful.Also very interdisciplinary. The ScienceMuseum has to be for everybody,whereas though we clearly have freeentry for all, our audience is mainly adultand we try to be a cultural venue thathappens to be about science, ratherthan a science venue that includescultural ideas.

Also, one of the things that we are tryingto do is use the exhibitions to think outloud, and not as a way of sharingresearch that has already been done.The idea is not to disseminate what isalready known but trying to useexhibitions as a way of briefly bringingtogether ideas that are half known, soreally using them as a form of inquiry.

AV:What would you say about thevisitors you are targeting? For example,with the Dirt exhibition I noticed that thesigns for the specimens are quite textheavy.

KA: We are a champion of expertise andnot embarrassed about using sometimesdifficult language. I don’t think peopleexpect to understand everything and ifyou work really hard to make sure thateveryone can, you end up sharing verylittle. It may seem elitist, but our visitorstatistics are no different from thenational institutions that employ a lot of

people to target more diverse audiences.My sense is that if you put on aninteresting, open minded excitingprogramme then people will beinterested in it from differentbackgrounds and that’s as effective away of getting a broad audience asthinking long and hard what thoseaudiences might anticipate and thenpreparing programmes based on whatyou think they might like. At theWellcome Collection with three or fourmajor topics a year and two live eventsevery week, we get people of differentinterests. An exhibition on war andmedicine attracted many older men withexperience of war. We are about to do aMexican exhibition about votivepaintings that will be marketed toHispanic communities in London.

AV: How do you choose the themes foryour exhibitions?

KA: Some ideas come from me or mycolleagues but lots are from outsideacademics, artists, scientists, or otherswho want to work with us – in a year weget maybe 200 ideas, of which perhaps10 go forward to the board. We are verykeen that each exhibition is different; atthe moment we have the exhibition ondirt, then the Mexican miracle paintings,alongside another of amulets, then oneon the brain, and one about ability.Everything is medically engaged, that’swhat we are about. But an exhibition onthe stomach or genetics or a subject that

few people are interested in, apart fromscientists, isn’t a good idea. It’s better tohave Dirt! That’s a fantastic topicbecause it is in everybody’s lives. Wefocus on big topics that reward ascientific interest, but are open tointerpretations from philosophers,historians, artists, designers.

AV: Can you give an example of how youdevelop the exhibitions, what kind offramework do you use?

KA: There’s no formula. But actually wedo two types of exhibitions. We doexhibitions that have one-word titles like‘Dirt’, ‘Heart’ and these are topics thateveryone thinks they have some ideaabout and then the trick is to find what isthe interesting material to show. This‘top-bottom’ approach involvesimmersing oneself in the subject andgetting lost, and then somehow findingsomething that feels like it is the key toreducing the wide topic. Then with thatkey in mind start finding the reallyinteresting material. The other way wedo it, a ‘bottom-up approach’, is startfrom the material that we want to showand then work out what’s the meaning,what’s the significance and interest inthe material.

In the ‘top-bottom approach’ we carryout a huge amount of research, andthere is often a breakthrough momentthat becomes the key. For example, ourDirector wanted an exhibition on identity,

BGCI • 2011 • Roots • Vol 8 (2)28

Identity exhibition: Eight Rooms, Nine Lives, 26 November 2009 - 06 April 2010 (Picture courtesy ofWellcome Library, London)

but for ages I couldn’t work out how todo it. As a cultural institution everythingis about identity! And the breakthroughcame when I was thinking, ‘don’t let’s doone big exhibition, let’s do 8 or 9; eachabout one person (historical orcontemporary) whose life, work or art,sheds light on this topic’. That was it.And the idea for Dirt came from ananthropologist, Mary Douglas, about dirtjust being matter out of place, like weedsare just flowers out of place. So we usedreal places at interesting times – Delft,Holland in the 17th century, London inthe 18th and 19th centuries, Glasgow inthe 19th, then New York. Each has adifferent story about what ‘dirt’ means.That’s the trick, to turn a confusing massof material into a single strand.

AV: Could you also give a ‘bottom-up’approach example?

KA: That sort of exhibition tends to becollection-based so it’s findingsomething that looks exciting, like askeleton. We worked with the Museumof London who has 14,000 skeletons. Awhole graveyard was uncovered and wethought, ‘Great! Put the skeletons ondisplay.’ We don’t know who they are butthe archaeologists can tell that they hadthis disease or lived this sort of life, andwhat sort of people they might havebeen, so the science re-animates.

AV: It seems very interdisciplinary work.How do you engage all these differentscientists?

KA:We are lucky at Wellcome Trust, ourcolleagues know lots of social scientists,historians, philosophers and of course‘hard core’ scientists – and we give themmoney to do research so they like us!We were able to find 10 experts within acouple of hours, but you need peopleexcited by their subject, who can share itwith others and this is a rare gift. And it’simportant they don’t think it’s theirexhibition. That means being very clearabout their role and managingexpectations. We have our struggles –a chief curator said the other day, ‘Ken,can we make sure that we never, ever,ever collaborate with anyone again?’He wasn’t serious but sometimes you dothink, ‘oh God, never again!’ But wedon’t know enough ourselves so youbring people together to do things, justas exhibitions bring objects together.

AV: I guess it’s difficult to go back to thescientists and ask if the exhibition hadoutcomes for them.

KA: I do hope the people involved in ourprojects feel it shifted them slightly.Maybe the scientists meet people whoare interested in their subject in adifferent way, helping them think aboutwhere their next research could go, orgetting more involved in publicengagement.

AV: As an organization providing fundingit’s easier for you to find people willing toshare their knowledge. Do you have anysuggestions for botanic gardens on howto engage their scientists incommunicating their work to the public?

KA:Well, in science now, the idea thatyou engage the public accidentally at theend of a project is much less common.Organizations like ours say ‘here ismoney for research but you have to dosomething that engages the public’. Sothere is good motivation there. Butperhaps find ways of making itenjoyable? Of course scientists love theirscience, but you need to be realisticabout how much time it takes. Chooseindividuals carefully – first, because theyhave interesting ideas, second, becausethey’re willing. There’s nothing worsethan working with people who reallydon’t want to be there. And to behonest, the other thing is brand value. Inthe botanic garden world there is no onewho won’t have a good impression ofthe organization, its great work, as is trueof the Wellcome Trust. You have to tradeoff that a bit, about what they, asscientists, can get back from theprocess. Training, an opportunity topractice things they are doing, or justbeing given the name of somebody theymight be interested to talking to – youcan give them a little boost, a funexperience and some contacts that theywouldn’t have had or ideas of what elsethey might like to do.

AV: Could you suggest any plant-focused exhibitions in botanic gardens?

KA: Focusing on some odd range of veryspecific plants might be an interestingapproach to an exhibition. A botanicgarden could probably want to focus on10 or 12 extraordinary plants – like thepomegranate which may be the originalAdam’s apple and is now thought to be

miraculous for health, and essential foodplants like cassava and rice. From acuratorial point of view, an issue is thatexhibitions are usually indoors, and thissubject is all about the outdoors. So,how can an exhibition bring the outsideinside and how do you find a way for theexhibition to go outside of its ownspace. And also an exhibition can be onfor three or four months; one of theobvious things about plants is that theyare alive and they change; so how couldyou avoid freezing time in an exhibitionand make growth a part of its subject?For the hour that people spend in theexhibition it’s very difficult to get them tosee a great deal of change because nota huge amount of growth happens in anhour. So just thinking about the changeover those four months and how thatrelates to the change in plants etc., thatmight be interesting.

AV: Dr Ken Arnold, thank you very muchfor talking to me and sharing yourexpertise and experience aboutdeveloping exhibitions on science andculture.

BGCI • 2011 • Roots • Vol 8 (2) 29

Tour of the Medicine Now Gallery, WellcomeCollection (Picture courtesy of Wellcome Library,London)

For more information about theWellcome Collection visit:www.wellcomecollection.org/Wellcome Trust also funds publicengagement projects that buildexcitement and interest around scienceand society. For more information visit:www.wellcome.ac.uk/Funding/Public-engagement/index.htm

RÉSUMÉ

Le musée Wellcome Collection deLondres, se décrit comme étant « unedestination gratuite pour les visiteursincurablement curieux ». Au traversd’expositions permanentes ettemporaires, et d’évènements publicsanimés, le Wellcome Collection exploreles connections qui existent entre lamédecine, la vie et l'art. Dans cetentretien, le Dr Ken Arnold, chef desprogrammes publics, explique ladémarche effectuée par son équipe pourcréer les expositions du muséeCollection, qu'il décrit commeexpérimentales, interdisciplinaires,espiègles, voire ambitieuses vis-à-vis de

la perception du public. Il existe deuxfaçons de s’engager sur la voie de laconception d’expositions. Vous pouvezcommencer par un vaste thème, vousimmerger dans le sujet, vous y perdrepuis, d’une manière ou d’une autre,trouver quelque chose qui ressemble àla clé pour réduire le sujet, et avec cetteclé en tête vous trouverez la matièreréellement intéressante. Ou alors, vouscommencez par la matière et, suite àdes discussions avec des experts, vousavez la compréhension du thème etcommencez à raconter les histoires qui àleur tour vous mènent à des idées plusgrandes que celles simplementcontenues dans l'objet spécifique.

Ken Arnold fournit des exemplesconcrets d'expositions fascinantes quisont présentées au Wellcome Collectionet indique comment motiver etrassembler des experts de différentesdisciplines (sciences sociales etsciences naturelles). Cet entretien vise àapporter de l'inspiration et des idées auxjardins botaniques sur la façon dedévelopper des expositions afin demettre en lumière les liens entre scienceet culture, d’expliquer pourquoi cela peut

être important pour leurs établissements,et de suggérer l’articulation entrel’exposition de spécimens liés auxplantes, en intérieur, et les collections deplantes vivantes en plein air.

RESUMEN

La colección de la Institución Wellcomeen Londres, se auto describe como “unavisita libre destinada a la incurablecuriosidad”. A través de sus exposicionestemporales y permanentes, y eventospúblicos se exploran las conexiones entrela medicina, la vida y el arte. En estaentrevista el Dr. Ken Arnold, Jefe de losProgramas Públicos, explica los pasosque su equipo sigue para crear lasexposiciones de la colección la cualdescribe como experimental,interdisciplinaria, traviesa [picara] eincluso un reto para la percepción pública.Para hacer una exposición hay doscaminos a seguir: uno, comenzando porun tema grande, sumergiese en elmismo, perderse en este, entonces dealguna manera encontrar algo clave quelo haga sentir reducido, y con este puntoclave en mente encontrar el materialrealmente interesante. El otro camino esestar con el material, y a partir deconversaciones con expertos en este, sellega al fondo de éste y se comienza ahacer historias que generen ideasgrandes y mas allá de solo el objeto enespecifico.

Ken Arnold da ejemplos concretos de lasexposiciones fascinantes detrás de lasexposiciones de la colección Welcome ycomo ustedes podrán motivar y fusionarexpertos en disciplinas muy diferentes(sociales o de ciencias naturales). Estaentrevista tiene como objetivo inspirar alos jardines botánicos en desarrollarexposiciones o escaparates que reúnanla ciencia y la cultura, para reflejar porqué puede ser importante para lasinstituciones el combinar lasexposiciones interiores de losespecímenes de plantas relacionadascon las cultivadas al aire libre.

Dr Ken ArnoldHead of Public Programmes,Wellcome TrustGibbs Building215 Euston RoadLondon NW1 2BE, UKEmail: k.arnold@wellcome.ac.ukWebsite: www.wellcome.ac.uk/

BGCI • 2011 • Roots • Vol 8 (2)30

Dirt exhibition, Wellcome Collection, 24th March - 31st August 2011 (Picture courtesy of Wellcome Library,London)

RESOURCES

Books

The Open Laboratory

The Open Laboratory is an annualanthology of the best science writing onthe internet. Contributors to this anthologyrepresent a range of professions,including artists, poets, students andprofessional science writers. Thesededicated and skilled communicatorspresent diverse and imaginativeperspectives on science through a rangeof literary mediums and styles. Poetry,commentaries of current scientific affairsand historical narratives provide a senseof the diversity in scientific thought and agreater appreciation of science itself, in away that is accessible, educational andenjoyable.

Jason G. Goldman and Bora Zivkovik(Eds.), 2011, Lulu Press Inc, Raleigh,North Carolina, US www.lulu.comISBN 13: 978-1-2571-1319-4

The Nature Principle

In The Nature Principle, Richard Louvsends a galvanizing message to adultsof all ages to lay down their smartphones, PlayStations and iPads, andsummon home nature. Louv presentspersonal narratives and current researchto support his thesis that cultivating arelationship with naturebenefits human well-being on individual andsocietal levels. Thisbook is an inspiring,encouraging andpractical guide foranyone wishing tobring nature back intotheir life, protect thediversity of life on ourplanet and createmore sustainable

RESSOURCES

Livres

Le laboratoire ouvert

Le laboratoire ouvert est une anthologieannuelle des meilleures publicationsscientifiques sur Internet. Lescontributeurs de cette anthologiereprésentent diverses professions,artistes, poètes, étudiants et auteursscientifiques professionnels compris. Cesécrivains dévoués et talentueuxprésentent des points de vue variés etpleins d’imagination, et utilisent toute unegamme de moyens de communications etde styles. Poèmes, commentaires sur dessujets d’actualité scientifique et récitshistoriques donnent une image de ladiversité de la pensée scientifique et unemeilleure appréciation de la science elle-même, d’une manière accessible,éducative et plaisante.

Jason G. Goldman and Bora Zivkovik(Eds.), 2011, Lulu Press Inc, Raleigh,North Carolina, US www.lulu.comISBN 13: 978-1-2571-1319-4

Le principe nature

Dans Le principe nature, Richard Louvenvoie un message aux adultes de tousâges pour les pousser à poser leurssmartphones, playstations et ipads etd’appeler la nature à venir dans la maison.Louv présente des récits personnels et

des résultats d’étudesactuelles pour soutenir sathèse : cultiver une relationavec la nature favorise le bien-être des humains au niveauindividuel et sociétal. Ce livre estun guide pratique, inspirant etstimulant, pour quiconquesouhaite ramener la nature danssa vie, protéger la diversité de lavie sur notre planète et créer descommunautés plus soutenables.

RECURSOS

Libros

El Laboratorio Abierto

El Laboratorio Abierto es una antologíaanual de la mejor ciencia escrita enInternet. Los colaboradores de estaantología abarcan una amplia gama deprofesiones, incluyendo artistas, poetas,estudiantes y escritores de cienciaprofesionales. Estos expertos y dedicadospresentan a los lectores perspectivas dela ciencia diversas e imaginativas a travésde una amplia gama de medios y estilosliterarios. Poemas, comentarios sobretemas científicos de actualidad y relatoshistóricos proporcionan un sentido de ladiversidad del pensamiento científico yuna mayor apreciación de la cienciamisma, todo ello en formas accesibles,educativas y divertidas.

Jason G. Goldman and Bora Zivkovik(Eds.), 2011, Lulu Press Inc, Raleigh,North Carolina, US.ISBN 13: 978-1-2571-1319-4www.lulu.com

El Principio Natural

En El Principio Natural, Richard Louvenvía un mensaje a los adultos de todaslas edades para olvidar por un tiempo losPlay Station, los teléfonos inteligentes ylos iPads, y en su lugar convocar lanaturaleza a la casa. Louv presentahistorias personales e investigacionesactuales para apoyar su tesis de quecultivar una relación cercana con lanaturaleza impacta positivamente a losniveles individual y social del bienestarhumano. Este libro es una guía prácticainspiradora y alentadora para cualquierpersona que desee devolver la naturalezaa sus vidas, proteger la diversidad de lavida en nuestro planeta y crearcomunidades más sostenibles. Louvpresenta pruebas convincentes de que,

BGCI • 2011 • Roots • Vol 8 (2) • 31-36 31

Resources

DisponiblesRecursos

communities. Louv presents persuasivearguments that by healing our schismwith nature, humans will lead healthier,happier, more productive lives andcontribute to a brighter future for ourworld.

Richard Louv, 2011, Algonquin Books,Chapel Hill, North Carolina, USwww.workman.comISBN 10: 1-5651-2581-9ISBN 13: 978-1-5651-2581-0

Science in Public:Communication, Culture andCredibility

Jane Gregory and Steve Miller present athorough and accessible analysis ofscientific literacy in Science in Public:Communication, Culture and Credibility.They effectively present the case forpromoting an improved understanding ofscience, scientific thought and scientificprocesses, survey the history of sciencecommunication and suggest a newframework for the future of its success.Gregory and Miller also discuss how tointerpret scientific communication fromvarious types of institutions that may havevarying motivations as well as the role ofthe media in science communication.

Jane Gregory and Steven Miller, 1998,Basic Books, Cambridge, MA, USwww.perseusbooksgroup.comISBN 10: 0-7382-0357-2ISBN 13: 978-0-7382-0357-7

Styles of Knowing: A New Historyof Science from Ancient Times tothe Present

Chunglin Kwa’s Styles ofKnowing: A New Historyof Science from AncientTimes to the Present, isa thorough andaccessible account ofthe historicaldevelopment of sixdifferent styles ofscientific inquiry. Eachof the six styles,deductive,experimental,evolutionary,hypothetical-

analogical, statistical and taxonomic, areexamined in a cultural-historical context.Kwa discusses how each styledeveloped, what influences they have

Louv prouve de façon convaincante que,en réduisant notre schisme avec la nature,les humains mèneront des vies plussaines, plus heureuses et plusproductives, et contribuerons à un avenirmeilleur pour notre terre.

Richard Louv, 2011, Algonquin Books,Chapel Hill, North Carolina, USwww.workman.comISBN 10: 1-5651-2581-9ISBN 13: 978-1-5651-2581-0

La science en public:communication, culture etcrédibilité

Jane Gregory et Steve Miller présententune analyse complète et accessible de laculture scientifique dans Lascience en public:communication, culture etcrédibilité. Ils présentent desarguments en faveur d’unemeilleure compréhension dela science, de la penséescientifique et des processusscientifiques, étudientl’histoire de lacommunication scientifiqueet proposent un nouveaucadre pour un avenir pleinde succès. Gregory etMiller abordent égalementla question de commentinterpréter les communicationsscientifiques venant de différentes sortesd’institutions qui peuvent avoir desmotivations diverses et le rôle de lacommunication scientifique des médias.

Jane Gregory and Steven Miller, 1998,Basic Books, Cambridge, MA, USwww.perseusbooksgroup.comISBN 10: 0-7382-0357-2ISBN 13: 978-0-7382-0357-7

Méthodes de connaissances : unenouvelle Histoire de la science,d’autrefois à aujourd’hui

Méthodes de connaissances : unenouvelle Histoire de la science, d’autrefoisà aujourd’hui de Chunglin Kwa est uncompte-rendu complet et accessible dudéveloppement historique de sixméthodes différentes d’enquêtescientifique. Chacune des six méthodes(déductive, expérimentale, évolutionniste,hypothético-analogique, statistique ettaxonomique) est examinée dans uncontexte culturel et historique. Kwa

una vez que sea superada la separaciónde la naturaleza, los seres humanosllevaremos una vida más productiva, mássaludable y más feliz, que nos permitacontribuir a un mejor futuro para nuestromundo.

Richard Louv, 2011, Algonquin Books,Chapel Hill, North Carolina, USISBN 10:1-5651-2581-9ISBN 13: 978-1-5651-2581-0www.workman.com

La Ciencia en el Público:Comunicación, Cultura yCredibilidad

Jane Gregory y Steve Miller presentan unanálisis completo y accesible de la cultura

científica en La Ciencia en el Público:Comunicación, Cultura yCredibilidad. Los autorespresentan este caso demanera eficiente parapromover una mejorcomprensión de laciencia y del pensamientocientífico y sus procesos;exploran la historia de lacomunicación científica ysugieren un nuevo marcopara su éxito en el futuro.Gregory y Miller tambiéndiscuten de qué manerainterpretar las

comunicaciones científicas provenientesde instituciones diversas con unavariedad de motivaciones, así como elpapel de la comunicación de la ciencia enlos medios.

Jane Gregory and Steven Miller, 1998,Basic Books, Cambridge, MA, USISBN 10: 0-7382-0357-2ISBN 13: 978-0-7382-0357-7www.perseusbooksgroup.com

Los Estilos del Saber: una NuevaHistoria de la Ciencia desde laAntigüedad hasta el Presente

Estilos del Saber: una nueva historia de laciencia desde la antigüedad hasta elpresente, de Chunglin Kwa es un conteocompleto y accesible de la evoluciónhistórica de seis estilos diferentes eninvestigación científica. Cada uno de losseis estilos (deductivo, experimental,evolutivo, hipotético-analógico,estadístico y taxonómico), es examinadoen un contexto histórico-cultural. Kwaanaliza la manera en que se desarrolló

BGCI • 2011 • Roots • Vol 8 (2)32

had on each other and how each hasevolved over time. Kwa also recountsthe unique canons which each styleused to gauge good science. This bookis an excellent reference for historians,scientists, students and laypersons alike,for understanding the foundations ofscientific reasoning processes.

Chunglin Kwa, 2011, University ofPittsburgh Press, Pittsburgh,Pennsylvania, USwww.upress.pitt.eduISBN 10: 0-8229-6151-2ISBN 13: 978-0-8229-6151-2

Journey of the Universe

This documentary film project, stand –alone or companion book and 20-parteducational series draws on establishedscientific discoveries and cultural historyto tell the grand narrative of the universe.It discusses the origins of the universe,life on earth, our present planetarydilemmas and the impact of the humanspecies concisely and comprehensively,in prose that is both beautiful andaccessible. Journey of the Universeraises awareness of big picture topics ofcosmological history, species extinctionand climate change without beingbogged down with scientific details or anideological agenda for what we shoulddo. Instead, we are provoked intothought, promoting a deep awareness ofthe place and role of the human speciesin the universe. This epic narrative isremarkable in both its informative scopeand power to inspire.

Brian T. Swimme and Mary E. Tucker,2011, Yale University Press, New Haven,Connecticut, United States,www.journeyoftheuniverse.orgwww.yale.edu/yup/ISBN 10: 0-3001-7190-0ISBN 13: 978-0-3001-7190-7

Weblinks/Websites

COPUS: Coalition on the PublicUnderstanding of Sciencehttp://www.copusproject.org

COPUS is a grassroots organization thatworks to build connections betweenscientific institutions and the public insupport of a better public understandingof science and its value to society. Theirwebsite offers listings and links toorganizations and individuals,

examine comment chaque méthode estapparue, quelle influence elles ont l’unesur l’autre et comment elles ont évoluéavec le temps. Kwa rappelle égalementles critères utilisés par chaque méthodepour dire ce qu’était une donnéescientifique sérieuse. Ce livre est uneréférence excellente pour tous, historiens,scientifiques, étudiants et non-initiés, pourcomprendre les bases du raisonnementscientifique.

Chunglin Kwa, 2011, University ofPittsburgh Press, Pittsburgh,Pennsylvania, USwww.upress.pitt.eduISBN 10: 0-8229-6151-2ISBN 13: 978-0-8229-6151-2

Le voyage de l’univers

Ce projet de documentaire scientifique,livre et série éducative en 20 épisodess’inspire des grandes découvertesscientifiques reconnues et de l’histoireculturelle pour raconter la grande histoirede l’univers. Il traite des origines del’univers, de la vie sur terre, desproblèmes globaux actuels et de l’impactde l’espèce humaine, d’une manièreconcise et exhaustive, dans un texte à lafois beau et accessible. Le voyage del’univers apporte une vue d'ensemble surl’histoire de l’univers, l’extinction desespèces et le changement climatique,sans être entravé par des détailsscientifiques ou un parti-pris idéologiquesur ce que nous devons faire. Au lieu dequoi, nous sommes amenés à la réflexion,qui encourage une profonde prise deconscience de la place et du rôle del’espèce humaine dans l’univers. Ce récitépique est remarquable par sa portéeinformative et son pouvoir d’inspiration.

Brian T. Swimme and Mary E. Tucker,2011, Yale University Press, New Haven,Connecticut, United States,www.journeyoftheuniverse.orgwww.yale.edu/yup/ISBN 10: 0-3001-7190-0ISBN 13: 978-0-3001-7190-7

Sites Internet

Coalition pour une connaissancede la science pour toushttp://www.copusproject.org

COPUS est une association de base quis’attèle à établir des liens entre lesinstitutions scientifiques et le public pour

cada estilo, sus mutuas influencias ycómo cada uno ha evolucionado con eltiempo. Kwa también da cuenta de loscánones particulares utilizados por cadaestilo a manera de inidcadores de lo quees la buena ciencia. Este libro es unaexcelente referencia para comprender losfundamentos de los procesos delrazonamiento científico, útil parahistoriadores, gente de ciencia,estudiantes y laicos por igual.

Chunglin Kwa, 2011, University ofPittsburgh Press, Pittsburgh,Pennsylvania, USISBN10:0-8229-6151-2ISBN 13: 978-0-8229-6151-2www.upress.pitt.edu

El Viaje del Universo

Este proyecto fílmico documental (solo ojunto con un libro y una serie educativa de20 partes) se basa en la historia de lacultura y losdescubrimientoscientíficos bienestablecidos parapresentar el granrelato deluniverso. Seanalizan losorígenes deluniverso, la vidaen la tierra,nuestros actualesdilemasplanetarios y elimpacto de laespecie humanade forma concisa y completa, escrito enuna prosa bella y a la vez accesible. ElViaje del Universo fomenta el interés sobrelos grandes temas de la historiacosmológica, la extinción de especies y elcambio climático sin empantanarse condetalles científicos o bajo la luz de unadeterminada agenda ideológica. Encambio, provoca el pensamiento,promoviendo una más profundaconciencia sobre el lugar y papel de laespecie humana en el universo. Esterelato épico es notable, tanto en sualcance informativo como en su poderinspirador.

Brian T. Swimme and Mary E. Tucker,2011, Yale University Press, New Haven,Connecticut, UnitedStates,www.journeyoftheuniverse.orgwww.yale.edu/yup/ISBN 10: 0-3001-7190-0

BGCI • 2011 • Roots • Vol 8 (2) 33

programmes, blogs, narratives andscientific and educational resources.This network of organisations andindividuals is passionately led byscientists and educators fromuniversities, museums, andgovernmental and non-governmentalorganisations whose goal is to celebrateand promote science and community.

Extinction Countdownhttp://www.scientificamerican.com/blog/extinction-countdown/

Extinction Countdown, a ScientificAmerican Blog, features news andresearch regarding endangered speciesfrom all over the world. Several times aweek, Jon Platt, a journalist who focuseson environmental issues, presentsinformation on a species that is indanger of extinction, why it is in dangerand what is being done to prevent itsextinction. This website contains awealth of scientific, cultural andlegislative information regarding specificspecies of plants and animals, bothcommon and little known.

Urban Science Adventures!Exploring & Discovering Nature inUrban Areashttp://urban-science.blogspot.com

Urban Science Adventures is one of theblogs of Danielle N. Lee, biologist andoutreach scientist extraordinaire.Danielle enthusiastically writes aboutdifferent ways in which to discover andappreciate nature in urban environments.She specializes in evolutionary biologyand engaging diverse audiences. Thisblog carries with it a myriad of awardsfor its ability to inform and engage.

promouvoir une meilleure connaissancede la science et de sa valeur pour lasociété. Leur site Internet propose deslistes et des liens vers des organisationset personnes, projets, blogs, récits etressources scientifiques et éducatives. Ceréseau d’organisations et de personnesest animé par des scientifiques etéducateurs passionnés venantd’universités, musées, organisationsgouvernementales et non-gouvernementales, dont l’objectif est decélébrer et d’encourager la science et lecollectif.

Compte à rebours des extinctionshttp://www.scientificamerican.com/blog/extinction-countdown/

Le Compte à rebours des extinctions, unblog du Scientific American, présente desnouvelles et des études concernant lesespèces menacées du monde entier.Plusieurs fois par semaine, Jon Platt, unjournaliste spécialisé en questionsenvironnementales, présente desinformations sur une espèce en voied’extinction, pourquoi elle est en dangeret ce qui est fait pour empêcher sonextinction. Ce site contient une mined’informations scientifiques, culturelles etjuridiques concernant des espècesvégétales et animales, certainescommunes et d’autres peu connues.

Aventures en sciences urbaines!Explorer et découvrir la naturedans les zones urbaineshttp://urban-science.blogspot.com

Aventures en sciences urbaines est l’undes blogs de Danielle N. Lee, unebiologiste et scientifique extraordinaire quia une vocation sociale. Danielle écrit demanière enthousiaste sur les différentesfaçons de découvrir et d’apprécier lanature dans les environnements urbains.Elle se spécialise en biologie de l’évolution

Sitios Web

COPUS: Coalición para laComprensión Pública de la Cienciahttp://www.copusproject.org

COPUS es una organización de base quetrabaja para crear conexiones entre lasinstituciones científicas y el público enapoyo de un mejor entendimiento de laciencia y su valor para la sociedad. Susitio web ofrece una lista y enlaces aorganizaciones y particulares, programas,blogs, relatos y recursos científicos yeducativos. Esta red de organizaciones eindividuos es apasionadamente dirigidapor científicos y educadores provenientesde universidades, museos yorganizaciones gubernamentales y nogubernamentales, cuya meta es celebrary promover la ciencia y la comunidad.

Extinción Cuenta regresivahttp://www.scientificamerican.com/blog/extinction-countdown/

Extinción Cuenta regresiva, un blog deScientific American, que presenta noticiase investigaciones sobre las especies enpeligro de extinción de todo el mundo.Varias veces a la semana, John Platt, unperiodista que se centra en temasambientales, ofrece información sobreuna especie en peligro de extinción, porqué lo está y qué se está haciendo paraevitar su extinción. Este sitio web contieneuna gran cantidad de informacióncientífica, cultural y legislativa respecto aciertas especies de plantas y animales,incluyendo tanto a especies muycomunes, como a otras poco conocidas.

¡Aventuras de la Ciencia Urbana!Explorando y descubriendo lanaturaleza en las zonas urbanashttp://urban-science.blogspot.com

BGCI • 2011 • Roots • Vol 8 (2)34

Bad Sciencehttp://www.guardian.co.uk/science/series/badsciencehttp://www.badscience.netBen Goldacre is the author of a series ofbooks, a blog and a column in theGuardian, all aptly entitled Bad Science.Goldacre, a medical doctor andacademic, believes that themisinterpretation of data by themedia and general public hasbecome a public health issue.Goldacre explains failures ofunderstanding, downright fraudsand bad science in general withthe hopes of improving the publicunderstanding of scientific issuesand science itself. This is athought provoking resource onthe power of science and theresponsibility of those whose roleentails communicating scientificknowledge to the public in acomprehensive way.

Ben Goldacre, 2011, Emblem Editions,Toronto, Canada, www.mcclelland.com/emblem/index.htmlISBN 10: 0-7710-3579-9ISBN 13: 978-0771035791

Journal of ScienceCommunication (JCOM)http://jcom.sissa.it/archive/

This open-access, on-line journalfocuses on communication betweenscientific institutions and the public andcommunication within the scientificcommunity. JCOM aims to provideacademics and practitioners withtheoretical guidelines for communicatingscience to the public. The free circulationof information through this academic

et s’adresse à divers publics. Ce blog aremporté quantité de récompenses poursa capacité à informer et à motiver.

Mauvaise sciencehttp://www.guardian.co.uk/science/series/badsciencehttp://www.badscience.net

Ben Goldacre est l’auteur d’une série delivres, d’un blog et d’une rubrique dans lejournal The Guardian, tous nommés avecjustesse Bad Science. Goldacre, docteuren médecine et universitaire, pense que lamauvaise interprétation de données parles médias et le grand public est devenueune question de santé publique. Goldacreexplique les erreurs de compréhension,les escroqueries pures et simples, et lamauvaise science en général, dansl'espoir de promouvoir, parmi le grandpublic, une meilleure connaissance dessujets scientifiques et de la science elle-même. C’est un outil qui donne à réfléchirsur le pouvoir de la science et laresponsabilité de ceux dont le rôleimplique de transmettre, d'une manièrecompréhensible, des connaissancesscientifiques au public.

Ben Goldacre, 2011, Emblem Editions,Toronto, Canada,www.mcclelland.com/emblem/index.htmlISBN 10: 0-7710-3579-9ISBN 13: 978-0771035791

Journal de communicationscientifique (JCOM)http://jcom.sissa.it/archive/Ce journal en ligne, d’accès libre estcentré sur la communication entre lesinstitutions scientifiques et le grandpublic, et ainsi que la communicationentre les scientifiques. JCOM vise àfournir aux universitaires et aux praticiens

Aventuras de la Ciencia Urbana es uno delos blogs de Danielle N. Lee, bióloga yextraordinaria divulgadora científica. Congran entusiasmo Danielle escribe sobrelas diferentes maneras de descubrir yapreciar la naturaleza en entornosurbanos. Ella es especialista en biologíaevolutiva y logra atraer a públicosdiversos. Este blog ha obtenido una grancantidad de premios por su capacidadpara atraer e informar.

La Mala Cienciahttp://www.guardian.co.uk/science/series/badsciencehttp://www.badscience.net

Ben Goldacre es el autor de una serie delibros, un blog y una columna en elperiódico The Guardian, todos ellos bajoel acertado título de La Mala Ciencia.Goldacre, médico y académico, cree quela mala interpretación de los datos quehacen los medios de comunicación y elpúblico en general, se ha convertido enun problema de salud pública. Goldacreexplica los fracasos en la comprensión,los fraudes y la mala ciencia en general,con la esperanza de mejorar lacomprensión pública de los temascientíficos y de la ciencia misma. Se tratade un recurso para provocar la reflexiónsobre el poder de la ciencia y laresponsabilidad de aquellos implicadosen la comunicación del conocimientocientífico al público de maneraentendible.

Revista de Ciencias de laComunicación (JCOM)http://jcom.sissa.it/archive/

Esta revista de libre acceso en línea secentra en la comunicación entre lasinstituciones científicas y el público y en lacomunicación al interior de la comunidadcientífica. JCOM tiene como objetivoproporcionar a los académicos yprofesionales los lineamientos teóricospara comunicar adecuadamente laciencia al público en general. La librecirculación de información a través deesta revista académica refleja su pasión ydedicación para desarrollar un diálogosobre las existentes necesidades decomunicación entre la ciencia y losciudadanos, así como los problemas quepueden surgir cuando una variedad demodelos teóricos y de medios decomunicación son utilizados para divulgartemas científicos.

BGCI • 2011 • Roots • Vol 8 (2) 35

journal reflects its passion anddedication to develop a dialogue on theneeds of communication betweenscience and citizens, and the problemsthat may arise when theoretical modelsand a variety of media are used topopularize science.

Using a Blog to Engage the Publicin Plant Sciencehttp://growingcuriosity.wordpress.com/dissertation

This recent dissertation is available onthe blog, Growing Curiosity: InterestingThings from the World of Science andTechnology of dissertation author, HughMackinnon. Mackinnon collaboratedwith the Royal Botanic Gardens,Edinburgh and the EdinburghInternational Science Festival to studythe public’s understanding of plantscience. His blog was originally part ofthe study itself but has since transitionedinto a personal blog covering topics inscience and technology. Mackinnon’sresearch for this dissertation evaluatedthe use of various types of social mediain engaging the public in plant science,discusses the importance of publicengagement in science and democracyin scientific communication and outlineshow to use a blog to engage the public.

des directives théoriques pourcommuniquer sur la science auprès dugrand public. La libre circulation del’information dans ce journal universitairemontre cette passion et cet attachement àdévelopper un dialogue entre science etcitoyens, et les problèmes qui surgissentquand des modèles théoriques et unediversité de médias sont utilisés pourvulgariser la science.

tiliser un blog pour intéresser lepublic aux sciences du vegetalhttp://growingcuriosity.wordpress.com/dissertation

Ce mémoire récent est disponible sur leblog La curiosité qui pousse : chosesintéressantes du monde des scienceset technologies, de l’auteur de ladissertation, Hugh Mackinnon.Mackinnon a collaboré avec le Jardinbotanique royal d’Edimbourg, Edimbourget le Festival international de scienced’Edimbourg pour étudier lesconnaissances du public en sciences duvégétal. Son blog était à l’origine unepartie de l’étude elle-même, mais a évoluépour devenir un blog personnel traitant desujets en sciences et technologie. Lesrecherches de Mackinnon pour cemémoire évaluent l’utilisation de différentsmédias sociaux pour développer unintérêt du public pour les sciences duvégétal, discutent de l’importance d’unintérêt du public pour la science et de ladémocratie dans la communicationscientifique, et montrent comment utiliserun blog pour attirer le grand public.

El uso de un blog para atraer alpúblico a las ciencias de lasplantashttp://growingcuriosity.wordpress.com/dissertation

Esta reciente disertación doctoral estádisponible en el blog CuriosidadCreciente: Curiosidades del mundo de laCiencia y la Tecnología, de HughMackinnon, autor de la mencionadadisertación. Mackinnon colaboró con elReal Jardín Botánico de Edimburgo y elFestival Internacional de las Ciencias deEdimburgo para estudiar el entendimientodel público sobre las ciencias de lasplantas. Este blog fue originalmente partedel estudio en sí mismo, pero actualmentees más bien un blog personal dedicado atemas de ciencia y tecnología. En suinvestigación, Mackinnon evaluó el uso devarios tipos de medios sociales decomunicación para atraer al público a lasciencias de las plantas. También analiza laimportancia de la participación pública enla ciencia y la democracia en lacomunicación científica y describe cómousar un blog para involucrar al público.

BGCI • 2011 • Roots • Vol 8 (2)36

Join us for this year’s Fairchild Challenge/BGCIGlobal Competition - Plant Champions

This fantastic international competition is linking plants to theLondon 2012 Olympic and Paralympic Games.

Children are asked to create garlands/wreaths using their national flora, prepare a listof plants and take an image of their wreath. Gardens will submit images of their top

entries to BGCI by Monday 23rd April 2012 and the winners of the GlobalCompetition will be announced on BGCI’s website and The Fairchild Challenge

Global web page in May 2012.

Plans are underway to host an exhibition of the images next year during London 2012.

To find out how you can join in visit

www.bgci.org/education/fair2

Championing Plants at the Olympics

Botanic GardensConservation International

Descanso House, 199 Kew Road,Richmond, Surrey, TW9 3BW, U.K.

Tel: +44 (0)20 8332 5953Fax: +44 (0)20 8332 5956E-mail: info@bgci.orgInternet: www.bgci.org

ISSN 0965-2574

Announcing BGCI’s 8thInternational Congress onEducation in Botanic GardensEducation and the GlobalStrategy for Plant Conservation

Anunciando el 8o CongresoInternacional de Educación en

Jardines BotánicosEducacion y la Estrategia Global

de Conservación Vegetal

Convocamos a todas las personas que desarrollanprogramas de comunicación, educación y concienciación en

jardines botánicos. El congreso se enfocará al análisis decomo los jardines botánicos pueden abordar todas las metas

de la Estrategia Global de Conservación Vegetal (GSPC) atraves de la educación. Acordarermos también un conjunto

común de mensajes para la conservacón vegetal.

This congress is for everyone involved in deliveringcommunication, education and public awarenessprogrammes in botanic gardens. During the congress wewill focus on how gardens can address all targets of theGSPC through education. We will also agree on acommon set of messages for plant conservation.

Para obtener información acerca de los temas del Congreso y cómo presentar un resumen:For information about themes and how to submit an abstract visit:

www.bgci.org/education/mexicoform

Jardín Botánico del Instituto de Biología de la Universidad NacionalAutónoma de México, Ciudad de México, Mexico

IMPORTANT ACCOUNCEMENT – THE DATES OF THE CONGRESS HAVE CHANGED!12-15 November 2012