Plenty of students at all levels, and adults, believe that our Earth is a flat land and the Sun actually orbits around it. And this apparently incredible situation is substantially similar in several developed countries, Europe and the USA.
The flat Earth and the Sun as a planet are first of all a concerning of Astronomy Public Outreach and Education, but can be assumed as “the standard-bearer” of all the Science misconceptions.

One could actually ask where the hell the school has been in the education schedule of these guys and how they can survive in our ultra-technological world.

Starting from the Italian case, from Primary School to University, and taking into strong account falsehood and propaganda of the global media, we see the reasons of a permanent distortion of Science concepts also in spite of a strong change of teaching methods, contents and social weight of the school in the last, say, 50 years, from Gagarin’s first Space flight till now.

The relationship between teaching and dissemination of science is examined to see how nowadays the school is not able, or better saying in a position, to accomplish the essential task of building a knowledge framework within which the student can set all the information chunks originated from so many and different sources.

The crisis of Public Outreach of Sciences, less perceived in Italy than in other European Countries, and the substantial lack of evaluation of the results in this field are also lowering the level of POE. This is a really bad, because apparently data on the growth of interest on Science are growing in the last years. An analysis of this state of crisis and a discussion on possible solutions is presented.

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Flat earth and the planet sun

Leopoldo Benacchio   INAF

Plenty of students at all levels, and adults, believe that our Earth is a flat land and the Sun actually orbits around it. And this apparently incredible situation is substantially similar in several developed countries, Europe and the USA.
The flat Earth and the Sun as a planet are first of all a concerning of Astronomy Public Outreach and Education, but can be assumed as “the standard-bearer” of all the Science misconceptions.

One could actually ask where the hell the school has been in the education schedule of these guys and how they can survive in our ultra-technological world.

Starting from the Italian case, from Primary School to University, and taking into strong account falsehood and propaganda of the global media, we see the reasons of a permanent distortion of Science concepts also in spite of a strong change of teaching methods, contents and social weight of the school in the last, say, 50 years, from Gagarin’s first Space flight till now.

The relationship between teaching and dissemination of science is examined to see how nowadays the school is not able, or better saying in a position, to accomplish the essential task of building a knowledge framework within which the student can set all the information chunks originated from so many and different sources.

The crisis of Public Outreach of Sciences, less perceived in Italy than in other European Countries, and the substantial lack of evaluation of the results in this field are also lowering the level of POE. This is a really bad, because apparently data on the growth of interest on Science are growing in the last years. An analysis of this state of crisis and a discussion on possible solutions is presented.

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