Submitted by Kamila Costa (kamilavasconceloscosta@gmail.com) on 2015-07-09T21:39:49Z No. of bitstreams: 1 Dissertação - Tatiana B Fernandes.pdf: 2114059 bytes, checksum: f5f7b425dd47bfa3538c57facc4fa977 (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-07-10T13:06:01Z (GMT) No. of bitstreams: 1 Dissertação - Tatiana B Fernandes.pdf: 2114059 bytes, checksum: f5f7b425dd47bfa3538c57facc4fa977 (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-07-10T13:09:33Z (GMT) No. of bitstreams: 1 Dissertação - Tatiana B Fernandes.pdf: 2114059 bytes, checksum: f5f7b425dd47bfa3538c57facc4fa977 (MD5) / Made available in DSpace on 2015-07-10T13:09:33Z (GMT). No. of bitstreams: 1 Dissertação - Tatiana B Fernandes.pdf: 2114059 bytes, checksum: f5f7b425dd47bfa3538c57facc4fa977 (MD5) Previous issue date: 2011-11-28 / Não Informada / The goal of this study is to present and discuss the use of electronic tools as a means of science communication by assessing the existing tools and observing and describing which tools are appropriate for diffusion/interaction and storage processes, as well as their communicative ecosystem. The study shows the communicational flows and points negative and positive aspects involved. It discusses the science communication scenario, from the traditional means to the new configuration in digital media, the cycle of scientific production, the changes in the digital context and the impact of such context in recent times. The study approaches the post-industrial era and the information society as a mark for the development of information and communication technologies. It defines networks as an instrument of interaction and sharing. It presents Web 2.0 as a platform for social networks and electronic tools and highlights their contribution to science communication. The concept of ecosystem is borrowed from biology, applied to the science communication process and highlighted in the functions of the electronic tools available in the virtual environment. The study describes the available tools as emerging models for supporting science diffusion, classifying them as diffusion/interaction, storage and measurement tools, presenting the players and structures involved in the communication process. / Este trabalho buscou apresentar e discutir o uso de ferramentas eletrônicas como aporte a comunicação científica, buscando levantar ferramentas existentes além de observar e descrever que instrumentos são apropriados ao processo de difusão/ interação e armazenamento bem como seu ecossistema comunicativo. Aponta os fluxos comunicacionais, levantando aspectos positivos e negativos que o envolvem. Discute o panorama da comunicação científica a partir de sua contextualização em meio tradicional para a nova configuração em meio digital, o ciclo da produção científica, as mudanças no contexto digital, assim como o impacto deste contexto na atualidade. Aborda a era pós- industrial e a sociedade da informação como marco para o desenvolvimento de tecnologias voltadas a informação e a comunicação. Conceitua redes como instrumento de interação e compartilhamento. Apresenta a Web 2.0 como plataforma para as redes sociais e ferramentas eletrônicas e destaca sua colaboração para a comunicação científica. Resgata o conceito de ecossistema aplicando-o ao processo de comunicação científica e destacando-o nas funções das ferramentas eletrônicas disponibilizadas em ambiente virtual. Descreve as ferramentas disponíveis como modelos emergentes de apoio a difusão científica classificando-as como ferramentas de difusão/interação, armazenamento e medição apresentando atores e estruturas como subsídios constituídos para o processo de comunicação.

Orientador: Maria das Graças Conde Caldas / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-25T01:42:20Z (GMT). No. of bitstreams: 1 LimaBarbosa_Adrianade_M.pdf: 11427929 bytes, checksum: f3cbc6abe5c72c52a1fa8afdd1faa3f6 (MD5) Previous issue date: 2014 / Resumo: O interesse crescente pela Ciência revela a importância das instituições museais de Ciência e Tecnologia por suas características educacionais, motivacionais e lúdicas. Nos últimos dez anos, se observa a ampliação da produção científica brasileira e sua projeção no cenário internacional. Esta realidade vem se refletindo na formulação de políticas públicas nacionais para a área de CT&I, com importantes reflexos na academia e no setor privado, embora em menor grau. No âmbito da formação da cultura científica, verifica-se, porém, um real, mas tímido crescimento de iniciativas museológicas dinâmicas (hands on), com o intuito de atrair e despertar o interesse da CT&I na sociedade, em especial, crianças e adolescentes. Embora o discurso nacional aponte para o potencial estratégico da CT&I para o desenvolvimento do país, a educação científica e tecnológica ainda deixa muito a desejar, como pode ser constatado pelos resultados negativos de pesquisas internacionais e nacionais nas áreas de Ciências, Matemática e Leitura (PISA, 2012 e Prova ABC, 2012). Qual seria, portanto, a contribuição dos centros e museus de ciência na educação científica brasileira; suas características e atuação para a formação de uma cultura científica nacional? Como acontecem os processos de criação e de gestão dessas instituições e de que forma elas se articulam com as políticas públicas municipais? Para melhor compreender essas dinâmicas e a interface das instituições museais com os setores educativo, político, administrativo e social, esta pesquisa examina três diferentes propostas de museus, considerando seus aspectos educativos e lúdicos, assim como a natureza administrativa-financeira. Trata-se de um estudo de caso múltiplo (YIN, 2005), de natureza qualitativa. As instituições selecionadas estão localizadas no Estado de São Paulo, polo científico brasileiro que mais concentra recursos e pesquisas. São elas: Catavento Cultural (vinculação estadual, localizado em São Paulo capital), Sabina Escola Parque do Conhecimento (municipal, em Santo André) e Museu Exploratório de Ciências (universitário-Unicamp, em Campinas). Resultados da pesquisa apontam a necessidade de melhoria na gestão administrativa e financeira; a importância relativa dos museus na educação científica; a baixa diversidade de ações pedagógicas junto ao público e aos professores; a baixa exploração dos museus como equipamentos públicos integrados às cidades; e a dificuldade em promover a acessibilidade em todas as suas formas. Por outro lado, constatou-se, grande nível de aprovação do público por estes espaços de educação não formal / Abstract: The increasing interest for Science reveals the importance of museal institutions in Science and Technology for their educational, motivational and recreational traits. There has been a visible increase in Brazilian scientific production within the last ten years and, with it, the country¿s international projection in this sector. This reality has been reflected in the making of national public policy to ST&I, with important reflexes on academia and, to a narrower extent, on the private sector. Within the scope of a scientific culture formation, it can be attested, however, a real, though timid, growth of dynamic (hands-on) museum-driven initiatives, aiming to attract and stimulate interest in ST&I in society, and, in special, in children and teenagers. Even though the national discourse points towards the strategic potential of ST&I for the development of the country, science and technology education still has a lot to improve, as it can be observed by the negative results of national and international tests within the areas of Science, Mathematics and Reading (PISA, 2012 and Prova ABC, 2012). What would, then, be the contribution of science centers and museums to Brazilian science education, its characteristics and action towards a formation of a national scientific culture? How do the processes of establishment and management of these institution come about and how do they articulate with municipal public policies? In order to be able to understand these dynamics and the interface museal institutions make with educational, political, managerial and social sectors, the present research examines three different museum propositions, considering their educational and recreational aspects, as well as of managerial-financial nature. The research is about a multiple case study (Yin, 2005), of qualitative nature. The selected institutions are located in São Paulo state, the Brazilian science hub which concentrates most of the resources and research. They are: Catavento Cultural (state-run, located in São Paulo city), Sabina School Park of Knowledge (municipal, in the city of Santo André, inland State of São Paulo) and Exploratory Museum of Science (university-run, at Unicamp, in Campinas). Results of the research show the need of improvement in managerial and financial areas; the relative importance of museums in science education; the narrow diversity of pedagogical actions with the public and teachers; the low usage of museums as public tools, integrated to the cities; and the difficulty in promoting accessibility in all its forms. On the other hand, it was possible to see a considerable level of approval of these non-formal education spaces by the public / Mestrado / Divulgação Científica e Cultural / Mestra em Divulgação Científica e Cultural

Orientador: Susana Oliveira Dias / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-22T16:34:12Z (GMT). No. of bitstreams: 1 Luccas_TainaMascarenhasde_M.pdf: 5791821 bytes, checksum: 64067b10269fd69d22dee0b501d4f3c6 (MD5) Previous issue date: 2013 / Resumo: Nuvens de pensamento que se encontram e dispersam... Será que vai chover? Potência que se faz em água. Pesquisa-inundada que deseja pensar a imagem fotográfica enquanto potência de vida - uma imagem-viva que prolifera intensidades distintas que movimentam nossos pensamentos e sensações em fluxos imprevisíveis, devires. Ventos que me levaram ao encontro de fotografias que querem representar o clima - as mudanças climáticas, desejo de aproximação com esses materiais para pensar as potências de vida nas/pelas/com/por essas imagens. Intensidades que se propagam desde dentro desses corpos-imagéticos cada vez mais presentes em nossas vidas e que criam formas de habitar o mundo. Imagens estas que aparecem na mídia e na divulgação científica - fotografias que, com frequência, dizem de um tempo que passou (o vivido) e também desejam afirmar um tempo futuro (querem fixar as nuvens?); discursos que investem na previsibilidade do tempo, no controle das forças da natureza, na conservação da vida. Imagens que carregam muitos clichês e tentativas de fixação de sentidos em torno das mudanças do clima. E como, então, procurar potências de vida, outras temporalidades nessas imagens cada vez mais encharcadas de clichês? Questão que movimentou o pensamento-escrita-pesquisa a se aventurar por entre fotografias clichês, mudanças e climas; estudos que passaram a integrar as atividades do projeto de extensão "Vida e tempo em proliferação: experimentações com as imagens das mudanças climáticas" (Faepex/Unicamp) - que trafegou pelas interfaces entre ciência, arte, filosofia, comunicação; com a criação de artefatos e contato com o público. Que vida e tempo pulsam dessas imagens? Pergunta que movimentava nossas pesquisas/experimentações a procurar possibilidades distintas de aproximação com as imagens do clima, intensidades que pudessem emergir desde dentro dos clichês, das tensões entre retenção e fluxo de significados; controle e descontrole; previsibilidade e imprevisibilidade, forças marcantes nas imagens e dizeres climáticos. Buscamos experimentar outros caminhos e possibilidades de encontro com o tema climático, outras políticas e poéticas imagéticas que pudessem proliferar fluxos imprevisíveis de pensamentos em devir / Abstract: Clouds of mind which meet and scatter... Is it going to rain? Floated research desires thinking about a photographic image while the power of life - alive image makes different intensities which move our thoughts and sensations of flows becoming unpredictably. Winds enlace me until photographs, wanting to present the atmosphere - climate changings, approach desire with these materials, thinking about the life power within through these images. Intensities scatter since the beginning of these image-bodies even more inside our lives, creating slims which inhabit the world. These images arise on the media screens and scientific communication - photographs that, frequently, tell about an old time which passed by (lived) besides they desire the destiny (do they want to be clouds?). Speeches increase time predictably, manage the strengths of the nature, controlling life. Images which carry a lot of clichés and sense fix temptation of signs according to climate changings. So how looking for life power, other time changings to these images each time more floated by clichés? It is a question of movement that turns on the writing thoughts research to adventure among photos clichés, changings and climate; studies that take part in the extension project activities "Life and time proliferating: experiences with climate image changings" (Faepex/Unicamp) -walking on the surfaces among science, art, philosophy, communication; with the creation of manufacture in touch with public. Which life and time pull these images? Question that moves our researches/experiences looking for different possibilities of approaching to the climate images, intensities which could emerge from inside the clichés, tensions between holding back and meaning flows; controlling and loosing control; predictable and unpredictable, remarkable strengths inside images and climate speeches. We are looking for experiencing other ways and possibilities of enlacement with the climate subject, other politics and poetic images that could proliferate flows and unpredictable becoming thoughts / Mestrado / Divulgação Científica e Cultural / Mestra em Divulgação Científica e Cultural

Orientador: Paula Teixeira Fernandes / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-23T12:44:16Z (GMT). No. of bitstreams: 1 Sanches_JulianoLuisPereira_M.pdf: 1754422 bytes, checksum: b4a5573cac6b056d98a7d7c8e5637bac (MD5) Previous issue date: 2013 / Resumo: A proposta deste trabalho foi possibilitar a formulação de conjecturas sobre as neurociências a partir de leituras sonoras de "CInAPCe, rádio nômade, comunica-brincadeira: Uma metodologia de comunicação científica em Neurociências para alunos do Ensino Básico". Um artefato sonoro foi construído em duas edições, com atenção à imersão nas neurociências, e disponibilizado para grupos de alunos e professores do Ensino Fundamental, vinculados à escola pública da SME, EMEF Francisco Ponzio Sobrinho, Santa Odila, Campinas/São Paulo. A iniciativa buscou a aproximação escolar com alguns dos diálogos atuais sobre as neurociências, com ênfase em epilepsia e AVC (Acidente Vascular Cerebral). O objetivo geral foi verificar, numa perspectiva analítica, como um artefato sonoro pode ser inserido em uma experiência comunicativa com uma escola pública do Ensino Fundamental de Campinas. O projeto permitiu o debate entre alunos do Ensino Fundamental na faixa etária de 10 anos de idade (5° ano ou quarta série). Os resultados mostraram alguns aspectos interessantes nas neurociências. Setenta por cento dos alunos nunca presenciaram uma crise de epilepsia. Alguns estudantes (35%) têm parentes e amigos que já tiveram crises. A pesquisa mostra a dificuldade em manter a calma durante a crise. "A pessoa, que não tem epilepsia, tem medo de quem tem". A maioria dos sujeitos (59%) acredita que existe diferença entre os que têm epilepsia e os que não têm. Com essa experiência rizomática, a criança foi convidada para a enunciação de uma atitude de provocação sobre as neurociências. Direta ou indiretamente, os alunos promoveram novos exercícios e problemas intelectuais aos pesquisadores. A dinâmica da cartografia foi: os pesquisadores provocaram os alunos e as crianças provocaram os pesquisadores, permitindo novas relações dialéticas e dialógicas. A perspectiva foi baseada na formulação de leituras provocativas sobre o conhecimento. Colocar as certezas em crise. As crianças não são entidades inócuas, mas, sim, agentes políticos, filosóficos e artísticos / Abstract: The purpose of this study was to enable the formulation conjectures about the neuroscience from sound readings of "CInAPCe, nomad radio, communicate-joke: A methodology for scientific communication in Neurosciences to Elementary School students". A sound artifact was built in two editions, focusing the immersion in the neurosciences, and was available for groups of students and teachers of Elementary School - EMEF, Francisco Ponzio Sobrinho, Santa Odila, Campinas/São Paulo. The initiative sought to approach school with some of dialogues about the neurosciences, such as in the epilepsy and stroke cases. The overall purpose was to verify, an analytical perspective, how a sound artifact can be inserted into a communicative experience with a public school in Campinas. The project allowed the debate between elementary school students aged 10 years old. The results showed some interesting aspects in the neurosciences. Seventy percent of students have never seen an epileptic seizure. Some students (35%) have relatives and friends who have had seizures. This research showed the difficult in maintaining calm during the epileptic seizure. "The person, who doesn't have epilepsy, has afraid of who has". Most subjects (59%) believe that there is a difference between those who have epilepsy and who don't have. With this experience, the child was invited to the enunciation of a provocative attitude on the neurosciences. Direct or indirectly, the students promoted new intellectual exercises and problems to researchers. The dynamic cartography was: researchers led students and the children led the researchers, allowing new dialogical and dialectical relations. The perspective was based on the formulation of provocative readings about the knowledge, taking the true in doubts. Children aren't innocuous entities, but, rather, political, philosophical and artistic agents / Mestrado / Divulgação Científica e Cultural / Mestre em Divulgação Científica e Cultural

Orientador: Rafael de Almeida Evangelista / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-23T14:57:36Z (GMT). No. of bitstreams: 1 Fagundes_VanessaOliveira_M.pdf: 6048709 bytes, checksum: 6e09039b7a6aff20129b3caa5a2a5c0a (MD5) Previous issue date: 2013 / Resumo: A ciência, e o modo de produção científica, parecem passar por transformações especialmente a partir do final do século XX. A produção de conhecimento teria incorporado novas demandas vindas do mercado, da política e da sociedade. Com isso, a ciência se vê diante de novos desafios e responsabilidades: além da produção e acumulação de conhecimento, precisa ser socialmente distribuída, transdisciplinar e orientada para a aplicação; deve receber feedbacks, escutar as demandas da sociedade e prestar contas de suas atividades a fim de legitimar-se. Além disso, espera-se que sua produção seja realizada de forma transparente e participativa. Isso significa mudanças também no modo como a ciência é comunicada. Por meio de uma análise dos modelos de comunicação, percebemos a incorporação de objetivos, atores e direcionamentos. De uma comunicação unidirecional, que buscava a educação de uma massa de indivíduos cientificamente iletrada, assistimos à emergência de um discurso que privilegia a participação e o engajamento da população, agora considerada agente com voz e poder de influência. Nesse cenário, os cientistas também ganham novas atribuições e papeis. Mais que se destacar por meio de sua pesquisa, acumulando prestígio e reconhecimento no círculo acadêmico, ele deve divulgar os resultados de seu trabalho, se preocupar com a apropriação dos resultados pelo mercado e participar de campanhas que podem afetar seu campo de atuação. Essas novas habilidades já são percebidas em cientistas no auge da carreira, que transitam com desenvoltura pela mídia e por instâncias de decisão política. Mas pouco se fala sobre os cientistas que estão no começo de suas carreiras, ainda buscando se firmar em sua área. O presente trabalho busca identificar esses novos papeis nesse grupo, observando como as características dessa ciência influenciariam em escolhas e decisões. O local escolhido para observação foi a internet. Ela própria vem passando por transformações amparadas pela mudança de atitude dos usuários, com tendência à maior colaboração e interação - o que se convencionou chamar de web 2.0. As ferramentas da web 2.0 ofereceriam a oportunidade de engajamento e troca que tanto se fala na ciência e comunicação da ciência. O objeto do trabalho são os blogs de ciência, mais especificamente o condomínio ScienceBlogs Brasil. Por meio de uma abordagem de inspiração etnográfica, foi observado como os cientistas/blogueiros que participam da comunidade escolhem seus temas, interagem com a população e acumulam um tipo de capital social que poderia ser convertido em benefícios para sua carreira científica. A intenção é observar em que medida a web - e a participação na web - é um ambiente propício para essa nova atuação, que combina pesquisa e divulgação científica, troca de conhecimento e aumento de reputação, engajamento e construção de um novo self / Abstract: Science, and the scientific mode of production, seems to undergo transformations especially from the late twentieth century. The production of knowledge would incorporate new demands from the market, politics and society. The science is faced with new challenges and responsibilities: besides the production and accumulation of knowledge, it must be socially distributed, held in an interdisciplinary basis and application-oriented; should get feedback, listen to the demands of society and search for accountability in order to legitimize itself. Moreover, it is expected that its production is carried out in a transparent and participatory way. This also means changes in the way science is communicated. Through an analysis of communication models, it is possible to notice the incorporation of goals, actors and directions. From a one-way communication, which sought the education of a mass of individuals scientifically illiterate, is observed the emergence of a discourse that privileges the participation and engagement of the population now considered active agent with power to influence. In this scenario, the scientists also gain new powers and roles. More that stand out through their research, accumulating prestige and recognition in academic circles, they should disclose the results of their work, worrying about the appropriation of the results by the market, and participate in campaigns that could affect their field of work. These new skills are already perceived in scientists at the peak of their careers, who talk easily with the media and policy makers. But little is said about scientists who are in early stages of their careers, still seeking to establish in their area. This paper seeks to identify these new roles in this group, noting how the characteristics of this science influence their choices and decisions. The internet was chosen for observation. Itself has undergone transformations supported by the change of attitude of the users, with a trend towards greater collaboration and interaction - the so-called web 2.0. The web 2.0 tools would offer the opportunity for engagement and exchange, values so much appreciated in science and science communication. Our object of work is the science blogs, more specifically the condo ScienceBlogs Brazil. Through an ethnographic-inspired approach, it was observed how scientists / bloggers from the community choose their topics, interact with people and build a kind of social capital that could be converted into benefits for their scientific careers. The intention is to observe how the web - and the participation on the web - is a favorable environment for this new role, which combines scientific research and science dissemination, knowledge sharing and increase on reputation, engagement and construction of a new self / Mestrado / Divulgação Científica e Cultural / Mestra em Divulgação Científica e Cultural

Please read the abstract in the front matter of this document. / Dissertation (M Eng (Electrical Engineering))--University of Pretoria, 2007. / Electrical, Electronic and Computer Engineering / unrestricted

South Africa, as a developing country, depends on science and technology to support industries to reach informed decisions and be competitive in the international marketplace. However, most people cannot distinguish between scientific, non-scientific and pseudo-scientific subjects. To distinguish between these categories of subjects and to emphasise the importance of science communication, it is necessary to communicate science to various stakeholders: schools, government, decision-makers, the general public and the media. An understanding of science makes the task of the role players in science – and especially the communication of science to the general public – even more imperative. The role players in science communication have to ensure that the message of science successfully reaches the general public (literate and illiterate; urban and rural societies; young and old) to ensure prosperity and the enhancement of a sustainable environment. The key role players in science communication in South Africa can be identified as scientists, who are the source or sender of the science message; communication specialists at higher education institutions (HEsI), who fulfil a mediation function to convey the message of science to all stakeholders; and South African journalists, who are the final distributors of the message to all stakeholders (the recipients of the science message). There is, however a fourth key role-player in science communication, and that is the executive management of HEIs, since they should provide the communication specialists at their institutions with the trust and empowerment to distribute the message of science to journalists in order for these messages to reach the general public. Science communication is still a new and vague concept to many South Africans. Limited research has been conducted on the key role players in science communication; the specific role of communication specialists at HEIs in science communication; and the relationship between the different key role players. However, in many countries, including South Africa, various studies have been conducted on public attitudes towards science, which is in general positive. The problem identified in this study is that although science communication is regarded as a priority in South Africa, science messages are not effectively reaching the general public. There are several possible reasons as to why the general public is not well informed about science. One is that scientists find it difficult to simplify scientific facts so that they are understandable to the layman. Another reason is the lack of a proper relationship of trust and mutual understanding between scientists and journalists, resulting in inaccuracies in science articles that appear in newspapers, magazines and on television. A third reason is that communication specialists at HEIs, who are supposed to take responsibility for media liaison, experience a lack of trust and empowerment by their executive management to liaise with stakeholders, including the media, at their own discretion. According to De Beer (2001:84), the executive management at HEIs do not empower their communication specialists to discuss matters with the media without the involvement of the executive management. A fourth reason is a lack of training in the writing of science articles, which results in an inaccurate coverage of science in the media. Therefore, the role of communication specialists at HEIs is very important. Communication specialists have to build a bridge between an institution’s management, scientists and the media as stakeholders of HEI. The general research aim of this study is to investigate the relationship between key role players in science communication and to determine the role that they play in science communication. Following the general research aim, six objectives are stated: Firstly, to determine the importance of science communication amongst key role players in science communication (executive management, scientists, communication specialists) at HEIs in South Africa, as well as journalists in the South African media. Secondly, to determine if a relationship of trust and mutual understanding exists between key role players in science communication in South Africa. The third objective is to determine if the role of communication specialist is a role of strategist, manager or technician in the facilitation of science communication at HEIs in South Africa. Fourthly, to determine the extent of training provided at universities and technikons in South Africa for scientists, communication specialists and journalists to enable them to write science articles. The fifth objective is to investigate the coverage of scientific topics in articles in the South African mass media. The final objective is to analyse the content of articles on science in selected South African media from 1 March to 31 May 2004 and to compare the results of this study with a study conducted by Van Rooyen in 2002 (Van Rooyen, 2002). The empirical component of the study supplements the theoretical component. In Phase 1, a quantitative, exploratory survey research was done to establish the role of communication specialists in science communication at HEIs in South Africa. In Phase 2, content analysis was used to analyse the content of scientific articles in selected print media over a period of three months. Van Rooyen (2002:21) invited researchers to repeat the study she conducted in 2002 at regular intervals. Therefore, based on the invitation of Van Rooyen, Phase 2 of this study was conducted, using the same criteria, method and time frame as Van Rooyen had done. Comparisons of the results of the two studies are provided. The main conclusions of the study were: • Although science communication is regarded as important by the key role players in science communication, not enough is being done by South African HEIs to promote the importance of science to the general public, including the literate and illiterate; urban and rural; young and old people, to ensure a sustainable environment. • There is not a proper relationship of trust and mutual understanding between the key role players in science communication. • Communication specialists are regarded as managers, as opposed to strategists or merely technicians, in science communication, but they are not always empowered to act efficiently as facilitators in the mediation process between scientists and the media. • There is a lack of proper training for scientists, communication specialists and journalists in science writing or science journalism in South Africa. • The coverage of science in the media has not improved much since Van Rooyen’s study was conducted in 2002. Recommendations regarding the management of science communication can be summarised as follows. South Africa needs a national forum to conduct an audit and formulate a structured, reasoned national science communication action plan for South Africa. More feedback should be given to the science communication community about who should receive funding and what projects should be funded. The Government of South Africa should encourage higher education institutions to organise public debate sessions where scientists and the general public can discuss controversial issues regarding science and research in an open forum. Furthermore, scientists should be encouraged to provide information to communication specialists so that they can distribute science messages to all stakeholders. Communication specialists should create and support a science writers’ network in South Africa; develop and promote databases of science writers and media-friendly scientists; collect science articles from scientists and prepare them for publication together with supporting visuals; facilitate linkages and collaboration with corporate sectors; participate in international networking; and conduct visits to expert programmes. It is imperative for communication specialists, scientists and journalists to receive training to optimally fulfil their roles in science communication. Communication specialists should have writing skills to be able to assist scientists and journalists to create messages about science acceptable and understandable to the literate and illiterate; urban and rural; young and old people of South Africa. A course or degree in science journalism is therefore imperative. To enhance coverage of science in the media, science ideally needs to be integrated into popular, peak-time programmes such as local dramas, historical and other documentaries, talk shows, and even soap operas. All mediums should be considered, including radio, television and the Internet to communicate science to the general public. / Thesis (PhD)--University of Pretoria, 2008. / Communication Management / PhD / Unrestricted

The first four decades of the twentieth century was a period of rapid development in physics. The late nineteenth century discoveries of X-rays, Becquerel rays and subatomic particles had revealed new properties of matter, and the early twentieth century quantum and relativity theories added to the notion that the discipline was undergoing a fundamental change in thought and practice. Historians and scientists alike have retrospectively conceived of a sharp divide between nineteenth century and twentieth century physics, applying the terms ‘classical’ and ‘modern’ to distinguish between these two practices. However, recent scholarship has suggested that early twentieth century physicists did not see this divide as self-evident, and in fact were responsible for consciously constructing these categories and definitions. This thesis explores the creation of the terms ‘classical’ and ‘modern’ physics in Britain, and the physicists responsible. I consider how these terms were employed in ‘public’ arenas (lectures, books, newspapers, museums) influencing the wider reception of ‘modern’ physics. I consider not only the rhetorics employed by ‘modern’ physicists, but also those we would now consider to be ‘classical’, revealing a diverse range of potential definitions of ‘modern’ physics. Furthermore, even within the ‘modernists’ themselves, there was considerable disagreement over how their work was to be presented, as industrially applicable, or of value simply as intellectual knowledge in and of itself. There were also different notions of how scientific ‘progress’ should be portrayed, whether knowledge advanced through experimental refinement or theoretical work. Early twentieth century ‘modern’ physics appeared to discard long held theories, rejecting much of the discipline’s past. As such, physicists’ connection to the legacy of Newton was under threat. Furthermore, the instability of science more generally was revealed: if physicists had shown the old theories to be wrong, then why should the new ones be any different? This had severe implications as to how the public placed ‘trust’ in science. I explore how physicists carefully managed the ‘public’ transition from ‘classical’ to ‘modern’ physics, regaining public trust during a period of scientific ‘revolution’ and controversy.

The dissertation deals with the issue of the corporate identity of the Academy of Sciences of the CR (ASCR). Through secondary and primary qualitative and quantitative research projects, the corporate identity of the ASCR is analysed in the internal and external milieus of the institution, in the European Area generally and also in comparison with Great Britain. The main aim of the dissertation is the proposal of a model of the corporate identity of the Academy of Sciences of the Czech Republic with a focus on the area of science popularisation and communication, namely for the purpose of improving the image of the ASCR and increasing the awareness of the general beneficial effect of science and research among the lay and specialised public in the Czech Republic. The proposal of the model is elaborated on its theoretical bases utilising background materials arising from the research projects conducted. The enrichment of the Czech scientific milieu by a deeper view into the general issue and an investigation of corporate identity in the CR and globally can be considered as the contribution of the dissertation in the area of the theory of marketing. The theoretical contribution of the work is also the proposal of a model of corporate identity for the ASCR and the other scientific-research institutions with a similar focus. The practical contribution of the dissertation is the possible utilisation of the proposed model of the corporate identity of the ASCR at the Academy of Sciences of the CR, at the scientific workplaces of the ASCR and at the other scientific-research institutions of a similar focus in the CR and around the world.

abstract: This study is a qualitative exploration into the roles and social identities that Research Engineering Undergraduates (REU) enacted while engaging the public through designing serious games. At present, the science communication field is searching for ways to train the next generation of scientists to practice public engagement with science in a way that fosters dialogue with the public, however, little research has been done on training undergraduates in this regard. This exploratory study seeks to determine what opportunities a game design project in a summer program in solar energy engineering research provides undergraduates to that end. The project includes REUs designing games through a facilitated design process and then sharing them with the public at arts festivals. Through discourse analysis, data was analyzed through the lens of cohesion in order to interpret what roles and social identities REUs enacted as well as members of the public who play the games. Based on the analysis of 12 REUs and 39 player participants, findings indicate REUs most often enacted the science game designer social identity and science educator role during the public event. Less often, REUs enacted a sociotechnical role to determine the player's relationship to science/solar energy. Also, less often did they position themselves directly as scientists. For the most part, REUs reproduced the dissemination model of science communication in an interactive way and with an element of reflexivity. However, during public engagement events, dialogue with the public occurred when REUs enacted open-ended roles that enabled members of the public to contribute to the conversation by assuming a range of roles and social identities rather than positioning them into a single role. Dialogue was also supported when REUs were responsive and shifted their role/ social identity to correspond with the public’s enactment. Some players enacted a local Arizonan social identity in response to the open-ended role and game content about Arizona’s solar energy. The project afforded REUs the opportunity to learn illustration and reformulation to communicate science concepts. Also, REUs referenced their game during illustration and reformulation, using it as a tool to teach science, be a science game designer, and other enactments. More research is needed to determine how science, technology, engineering, and math (STEM) undergraduates learning science communication can design serious games and conduct player reflections in such a way to promote dialogue to a greater degree than observed in this study. / Dissertation/Thesis / Doctoral Dissertation Educational Technology 2020