National Science Education Standards

Authors' biographies Foreword Sir Walter Bodmer Introduction: public engagement in an evolving science policy landscape Richard A. L. Jones Part I. What it Helps to Know Beforehand: 1. Deficits and dialogues: science communication and the public understanding of science in the UK Simon J. Lock 2. Explaining the world: communicating science through the ages James Hannam 3. Science, truth, and ethics Richard Jennings 4. The public's view of science George Gaskell, Sally Stares and Nicole Kronberger 5. The common language of research Tracey Brown 6. Not 100% sure? The 'public' understanding of risk John Adams 7. The ethos of science vs. ethics of science communication Alfred Nordmann Part II. Policy Makers, the Media and Public Interest Organisations: 8. Research and public communication in EU policy and practice Michel Claessens 9. Tackling the Climate Communication Challenge Andrew C. Revkin 10. Dealings with the media Stephen White 11. Dealings with the US media Chris Mooney 12. Relations with public interest organisations: consumers Sue Davies MBE 13. Relations with public interest organisations: patients and families Alastair Kent 14. Relations with environmental organisations: a very personal story Piet Schenkelaars Part III. What You Can Do and How To Do It: 15. Building relations with the various groups David J. Bennett 16. Finding the right words: how to shine in radio and television interviews Peter Evans 17. Nanotechnology and the media - front page or no story? Richard Hayhurst 18. The power of the podcast: the Naked Scientists' story Chris Smith 19. The social web in science communication Hayley Birch 20. Dealing with dilemmas and societal expectations: a company's response Lise Kingo and Susanne Stormer 21. Science festivals Nicola Buckley and Sue Hordijenko 22. Things to see and do: how scientific images work Rikke Schmidt Kj'rgaard 23. The triple helix: the undergraduate student-run face of science communication James Shepherd 24. Public understanding of research: the Open Research Laboratory at the Deutsches Museum Paul Hix and Wolfgang M. Heckl 25. 'Imagine': a communication project putting life sciences in the spotlight Patricia Osseweijer and Tanja Klop Part IV. And Finally, Evaluating and Embedding Science Communication: 26. Evaluating success: how to find out what worked (and what didn't) Laura Grant 27. Effectively embedding corporate science communication in academia: a second paradigm shift? Maarten C. A. van der Sanden and Patricia Osseweijer Index.

Successful Science Communication

the need for transplantable organs. Some estimates cited in this collection of essays suggest that the use of braininjured, but not brain dead, patients would increase the US donor pool by 20 per cent to 25 per cent, whilst in the Netherlands it is said that NHBCDs have raised the procurement of kidneys from 32 to 41 kidneys per million of the population each year. There are eleven active NHBCD programmes in Europe. In the UK NHBCDs are known as 'asystolic donors'. According to two American contributors an NHBCD programme operates in Leicester, England, with the approval of 'the local District Attorney'! The book is evenly divided between supporters and critics of NHBCD protocols and the latter focus on the 'dead donor rule' or separation principle of transplant ethics, according to which vital organs must only be taken from dead patients; patients must not be killed by the removal of vital organs, and care for living patients should not be compromised by the needs of organ recipients. According to the Pittsburgh Protocol, criteria for death are met by evidence of absence of pulse pressure and two minutes of ventricular fibrillation, asystole, or electromagnetic disassociation. Critics insist that two minutes of pulselessness is an inadequate guarantee that auto-resuscitation will not occur and express reservations concerning the initiation of procedures to excise organs from patients with continuing brain function. Opponents of brain death have asked whether the donors are really dead when evidence of irreversible loss of brain function has been demonstrated despite residual heart function. Now opponents of cardiocentric definitions of death may ask similar questions concerning donors with warm bodies and possibly healthy brains. One thing is certain: two minutes of pulseless apnoea in the operating theatre would not fulfil criteria for brainstem death. The Pittsburgh Protocol thus initiates a radical choice between two very distinct concepts of death. As yet there has been little or no public discussion ofNHBCDs and no media events comparable to the notorious BBC Panorama programme on brain death in 1983. But there is an urgent need for a full debate about organ removal after elective withdrawal of therapy and a firm commitment that guidelines which protect the dying are not discarded in favour of policies to increase the donor pool. This volume makes an excellent contribution to that debate.

https://jme.bmj.com/content/medethics/22/1/61.1.full.pdf

Bioethics for the people by the people

Due to the important impact that biotechnology has on current Western societies, well-informed critical citizens are needed. People prepared to make conscious decisions about aspects of biotechnology that relate to their own lives. Teachers play a central role in all education systems. Thus, the biotechnological literacy of preservice teachers is an important consideration as they will become an influential collective as future teachers of the next generation of children. The attitudes toward science (and biotechnology) that teachers have affect their behavior and influence the way they implement their daily practice of science teaching in school. This study analyzes the attitudes and knowledge of Spanish preservice teachers toward biotechnology. We designed a new survey instrument that was completed by 407 university students who were taking official degree programs in preschool and primary education. Our results point out that although they are aware of biotechnology applications, topics concerning the ...

Knowledge and Attitudes Towards Biotechnology of Elementary Education Preservice Teachers: The first Spanish experience

Socioscientific issues gradually gain importance in daily life and people are expected to make informed decisions regarding these issues. Preservice science teachers' knowledge, risk perception and attitudes about genetically manifactured (GM) foods and their teaching efficacy beliefs about such a controversial issue were investigated in the present study. Totally 161 preservice science teachers at Ahi Evran University, Turkey, constituted the sample. As data collecting materials, a questionnaire including sub-questionnaires such as 'Personel Knowledge', 'Knowledge about GM Foods', 'Risk Perceptions about GM Foods', 'Attitudes towards GM Foods', and 'Self-effiacy Beliefs about Teaching GM Foods' were used. Both descriptive (percentages, means and standard deviations) and inferential (Multiple Regression) statistics were made use of. The results showed that the participants were well-informed about GM Foods. They found these foods risky and possessed negative attitudes. In addition, they had moderate level of self-efficacy beliefs about teaching GM Foods. Summary

/pdf/preservice-science-teachers-self-efficacy-beliefs-about-1ftce5m3sw.pdf

Preservice Science Teachers' Self-Efficacy Beliefs About Teaching GM Foods: The Potential Effects Of Some Psychometric Factors

textI interviewed a group of four sixteen-year old secondary school students about their attitudes
towards modern biotechnology. When I asked them what they knew about this
subject, one girl responded: “Well, I know it’s about genes, they are located in your DNA,
and within your genes is all the information for your body …or something like that.” Her
fellow student immediately reacted: “It’s about genetic manipulation; they can change
something without you knowing about it.” One of the two boys in the group could not
care less and just said: “It’s boring! It is something for smart people, not for me.” When I
asked them about their feelings towards it, the first girl said: “I find it very interesting and
fascinating, that they can do stuff like that.” The other girl was not that convinced, and
replied: “I think it’s like playing God, manipulating everything can not be good.” While the
other boy in the group had not made up his mind: “I really don’t know what to think about
it now, no one in my family is sick or anything, so for now it does not concern me.”
Four students with four different ways of looking at and responding to modern biotechnology;
one of the girls in the group was very aware and interested, while the other
girl was reluctant. One boy did not really care, while the other boy was not sure what to
think of it. They all differed in their knowledge, feelings and beliefs, but they all had some
kind of attitude towards modern biotechnology.
In this dissertation, two issues with regard to the interaction of modern biotechnology
and secondary school students will be investigated. The first issue concerns the question
what young people currently know about modern biotechnology, and what their underlying
views and opinions are. In other words, what are the attitudes towards modern
biotechnology of secondary school students? This introduction will present a description
of modern biotechnology (genomics), followed by the concept of attitudes, and attitudes
towards modern biotechnology. Students’ attitudes towards modern biotechnology constitute
the building blocks of this thesis.
The second issue examines the way science education may help students not only to
develop their levels of knowledge, but also to invite students to reflect upon modern
biotechnology and develop their attitudes to more profound levels. The need for scientific
literacy and the role of science education herein is highlighted.

/pdf/attitudes-of-secondary-school-students-towards-modern-42mylxjyqe.pdf

Attitudes of Secondary School Students towards Modern Biotechnology

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Attitudes of Secondary School Students towards Modern Biotechnology