| CODE | MSS1006 | ||||||||
| TITLE | Communicating and Engaging with Science | ||||||||
| UM LEVEL | 01 - Year 1 in Modular Undergraduate Course | ||||||||
| MQF LEVEL | 5 | ||||||||
| ECTS CREDITS | 4 | ||||||||
| DEPARTMENT | Mathematics and Science Education | ||||||||
| DESCRIPTION | The study-unit will consist of various lectures for which the students are expected to prepare themselves by reading various research papers to focus their attention on a particular area of science communication. These papers will be used as a basis for discussion with the lecturer and amongst the students themselves. The study-unit will focus on what is science communication, its role in society and tips for effective use, the difference between formal and informal science education, and dialogue as one of the tools of effective science communication. Study-Unit Aims: The main aims of this study-unit are for students to: - examine the many purposes for science communication and the drivers which influence global; - explore the theory and practice of dialogue as a recognised strand within communication studies; - become skilful in designing and facilitating dialogic processes; and - work at the interface of formal and informal science learning. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - examine good and bad practices of science communication and public engagement; - explore the role of science communication and public engagement in contemporary society; - explore the drivers which influence the practice of science communication and public engagement worldwide; - recognise the principles of dialogue, and contrast it with other forms of communication; - identify and analyse cases where dialogue has occurred or been blocked; - identify how dialogue can be implemented across a range of science communication and public engagement activities; - recognise the interplay between formal and informal science education; - identify examples of good practice projects and resources that have been developed for schools or school aged children; and - identify the benefits of working with schools. 2. Skills: By the end of the study-unit the student will be able to: - develop resources that meet the needs of teachers and science communicators; - implement the concepts, tools and methodologies used in science communication and public engagement; and - implement techniques for designing and facilitating dialogue in small group discussions. Main Text/s and any supplementary readings: Main Texts: A pack with research papers in the field will be provided. Supplementary Readings: Bennett, D.J. and Jennings, R.C. 2011. Eds. Successful Science Communication: Telling It Like It Is. Cambridge: Cambridge University Press. Bowater, L. and Yeoman, K. 2013. Science Communication: A Practical Guide For Scientists. Sussex: John Wiley & Sons. |
||||||||
| STUDY-UNIT TYPE | Lecture and Seminar | ||||||||
| METHOD OF ASSESSMENT |
|
||||||||
| LECTURER/S | |||||||||
|
The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
|||||||||