“Science and Technology Mania Contest” is a public program organized to provide teenagers with opportunities to design high-technology-based artifacts and thereby to increase their interest in science and technology. The task given is to design a model ship propelled by the Lorentz force (Lorentz ship), which allows wide range of approaches and thus takes features of science and technology in-the-making. In this year, one hundred forty teams participated in the contest and presented their model ships. In this study, we attend to opportunities for communication that the artifact designing activity provides to the participants. Particularly, we analyze students’ communicative interaction in the oral session in which they talked about their model ships to expert scientists and engineers. We show that students’ concrete design practice constitutes referent the scientific language would direct toward and therefore resources for developing legitimate discourse of science and technology.

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Public Communication of Science and Technology

 

Communicating science and technology in the making
A case study of “mania contest”

SungWon Hwang   Hanyang University, Korea

Bookkee Hwang   Hanyang University, Korea

Jung Hoon Choi   Hanyang University, Korea

“Science and Technology Mania Contest” is a public program organized to provide teenagers with opportunities to design high-technology-based artifacts and thereby to increase their interest in science and technology. The task given is to design a model ship propelled by the Lorentz force (Lorentz ship), which allows wide range of approaches and thus takes features of science and technology in-the-making. In this year, one hundred forty teams participated in the contest and presented their model ships. In this study, we attend to opportunities for communication that the artifact designing activity provides to the participants. Particularly, we analyze students’ communicative interaction in the oral session in which they talked about their model ships to expert scientists and engineers. We show that students’ concrete design practice constitutes referent the scientific language would direct toward and therefore resources for developing legitimate discourse of science and technology.

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