National Museum of Emerging Science and Innovation (Miraikan) has concentrated on the practice of the science communicator's training and has developed some programs. Our programs can incorporate some kind of science communicators (SC), for instance, scientists science teachers postgraduates publicists of research laboratories and staffs of science museums etc. This paper introduces workshop form training program for SC, including some findings from its operations.

We developed and practiced the training program contained the following three features. (1) Short-term training; participants do not interrupt own works. (2) Participant who has various backgrounds; it is possible to discuss it by the diversified aspect based on practice. (3) The lecturers are Miraikan’s SC; the professional of the science communication advises. In addition, The SC's abilities are different according to their standpoints and purposes. Then we assumed three abilities, ‘Information coordination’ ‘Presentation’ ‘Facilitation’. First one is ability to scrutinize information and to add social value second one is expression ability to suit object and third one is ability to promote communications and to make a plan such an opportunity. Our program learns these three viewpoints.

As many as 525 people attended this program between 2005 and 2010. The pilot program had been done in 2005. Having been suggested from the pilot program the request of the participant was the lecturer's existence as the adviser who helped the environment that was able to carry out the discussion of the science communication and to discover the bud of the learning.

Then, we restructured the training program in the workshop form. For instance, one of the programs uses the newspaper article that is controversial one including scientific discovery and the last sentences have disappeared.The participant separates into a small group of about five people, and does three works. In the beginning, they look for ‘Social value’ from among the article. Next, the group imagines the appearance in the future that the scientific discovery written in the article brings. Finally, they bury the last sentences of the article. Their sense of values knocks against through these works each other. The participant deliberately does the discussion of the essence of the science communication repeatedly through the group work and the lecture. Our problem in the future is to measure whether there is continuance in the effect of the influence that training gave the participant. In addition, we should create the chance that they always improve the ability as a SC.

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Public Communication of Science and Technology

 

Execution of workshop form training program for science communicators

Hiromi Yamamoto   National Museum of Emerging Science and Innovation (Miraikan)

Yuko Hashimoto   National Museum of Emerging Science and Innovation (Miraikan)

National Museum of Emerging Science and Innovation (Miraikan) has concentrated on the practice of the science communicator's training and has developed some programs. Our programs can incorporate some kind of science communicators (SC), for instance, scientists science teachers postgraduates publicists of research laboratories and staffs of science museums etc. This paper introduces workshop form training program for SC, including some findings from its operations.

We developed and practiced the training program contained the following three features. (1) Short-term training; participants do not interrupt own works. (2) Participant who has various backgrounds; it is possible to discuss it by the diversified aspect based on practice. (3) The lecturers are Miraikan’s SC; the professional of the science communication advises. In addition, The SC's abilities are different according to their standpoints and purposes. Then we assumed three abilities, ‘Information coordination’ ‘Presentation’ ‘Facilitation’. First one is ability to scrutinize information and to add social value second one is expression ability to suit object and third one is ability to promote communications and to make a plan such an opportunity. Our program learns these three viewpoints.

As many as 525 people attended this program between 2005 and 2010. The pilot program had been done in 2005. Having been suggested from the pilot program the request of the participant was the lecturer's existence as the adviser who helped the environment that was able to carry out the discussion of the science communication and to discover the bud of the learning.

Then, we restructured the training program in the workshop form. For instance, one of the programs uses the newspaper article that is controversial one including scientific discovery and the last sentences have disappeared.The participant separates into a small group of about five people, and does three works. In the beginning, they look for ‘Social value’ from among the article. Next, the group imagines the appearance in the future that the scientific discovery written in the article brings. Finally, they bury the last sentences of the article. Their sense of values knocks against through these works each other. The participant deliberately does the discussion of the essence of the science communication repeatedly through the group work and the lecture. Our problem in the future is to measure whether there is continuance in the effect of the influence that training gave the participant. In addition, we should create the chance that they always improve the ability as a SC.

A copy of the full paper has not yet been submitted.

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