Thesis (MA)--Stellenbosch University, 1989. / AFRIKAANSE OPSOMMING: Die persoonlikheidseienskappe van die ingenieurs en wetenskaplikes by die Instituut vir Maritieme Tegnologie is ondersoek. Psigometrika en induktiewe metings is aangewend om verskille in hierdie groepe ten opsigte van persoonlikheid, leerstylvoorkeure en werkbelewing te peil. Geen bestuursnoemenswaardige verskille het tussen die groepe in die teikengroep voorgekom nie. Leerstylgroep-gegronde verskille is weI bepaal en behoort vir bestuursdoeleindes in ag geneem te word. / ENGLISH ABSTRACT: Personality characteristics of the engineers and scientists of the Institute for Maritime Technology were investigated. Psychometrics and inductive measurements were used to gauge differences between these groups in respect of personality, learning style preference and perceptions of the work experience. No differences of significance for management were found between these professional groups in the target group. Differences based on learning style preference were, however, determined and should be considered for management purposes.

Made available in DSpace on 2018-07-27T17:13:46Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-02-18. Added 1 bitstream(s) on 2018-07-27T17:16:40Z : No. of bitstreams: 1 000889635.pdf: 1028735 bytes, checksum: f98b09e6355bcc45f15fb71a8a4bc926 (MD5) / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / O movimento do pensar está constantemente presente nas ciências sociais. Aquele que realiza esse movimento - o cientista social - o faz com o intuito de estudar diversos aspectos da sociedade em busca de compreender o mundo em que vivemos e também entender como aqui chegamos. A profissão do cientista social, portanto, está marcada por um processo reflexivo constante, apoiada nas teorias de sociologia, antropologia e ciência política. Mas tal movimento também acontece entre áreas de ciências humanas, numa troca interdisciplinar. O objetivo deste trabalho é investigar como se realiza o movimento do pensar do cientista social quando o mesmo está localizado em outra área, exercendo sua atividade profissional em pesquisa de mercado: como surgiu e se desenvolveu esta profissionalização no Brasil? Qual a percepção do cientista social a respeito de sua atuação dentro da área de pesquisa de mercado? Como esta prática profissional está sendo exercida atualmente? Pretende-se discutir o escopo desta profissão em uma atividade não-acadêmica voltada ao mercado, tendo como pano de fundo o contexto de uma sociedade e cultura denominadas de consumo. Qual o uso social das ciências sociais que se faz fora da universidade e que tipo de sociologia se consegue fazer fora do meio acadêmico? Diante disso, há então a possibilidade de realizar uma abordagem reflexiva por parte do cientista social e um exame crítico do papel das ciências sociais, seus usos e caminhos futuros. Conhecer este grupo de cientistas sociais, sua identidade e o significado social do que produzem é o objetivo deste trabalho, dando, então, voz ao pensamento dos mesmos. / The movement of thought is constantly present in the social sciences. The person who performs this move - the social scientist - studies various aspects of society in search of understanding the world we live in and also to understand how we got here. The social scientist's profession, therefore, is marked by a constant process of reflection, based on the theories of sociology, anthropology and political science. But this movement also occurs between areas of humanities, an interdisciplinary exchange. The aim of this study is to investigate how the movement of thought is realized when it is located in another area, professionally active in market research: how it emerged and developed this professionalization in Brazil? What is the perception of the social scientist about his activities within the area of market research? How this practice is being exercised today? It is intended to discuss the scope of this profession in a non-academic activity focused on the market, with the background of the context of a society and culture called consumption. What is the social use of social science that is done outside the university and what kind of sociology can be done outside of academia? Then there is the possibility of a reflective approach by the social scientist and a critical examination of the role of social sciences, their uses and future directions. Knowing this group of social scientists, their identity and the social significance of what they produce is the objective of this work, giving a voice to the thought of the social scientists.

Made available in DSpace on 2016-06-02T19:39:56Z (GMT). No. of bitstreams: 1 6759.pdf: 1413567 bytes, checksum: 86923b69c549da4c38564ad85015dc98 (MD5) Previous issue date: 2015-02-09 / This dissertation aims to analyze what are the social representations about the science and be a scientist present in two scripts of plays of São Carlos groups of theatre. Such social representations are not reproductions of surrounding the authors of the scripts. Cultural values are assimilated through a network built collectively from pre-existing knowledge that allow such individuals to experience a social practice. Justified to serve the collectives that develop a university extension work, especially in basic education. Contributes to the praxis of artists and writers with regard to reflect in his plays, his debates with the public after shows or even on how they look. The survey featured a documentary analysis, scripts, using content analysis as methodological procedure. Created two categories of analysis: social representations of science in both scripts. Divide into three subcategories: "science as absolute truth (sure) and/or transience (doubt)"; "the scientific field and the search for recognition"; and "the relationship between science and fantasy". And the second category, the social representations of the scientist in the two scripts of theater. We conclude that the word "truth", its synonyms or antonyms may not have a large occurrence in both scripts, however that doesn't stop to observe a social representation of science that is sometimes taken as absolute. There is also in its Constitution space for doubt, uncertainty, but accompanied by a sense of hierarchy. The success of an experiment, the formulation of a model or a production technology by any one of the characters leads to elevation of this to a prominent post inside the camp. Is a young scientist trying to impress your tutor or a renowned researcher trying to stand out in relation to their peers, the legitimacy on this is a goal, sometimes hidden, in both scripts. For their motivations, the authors build characters that act in order to generate id us bystanders and, for that, use their social representations. They have elements in common with the representations that the public has. One is that the scientist is differentiated from other people. Even without any mannerisms, the characters end up moving away, even though geographically in an isolated house. / Esta dissertação tem como objetivo analisar quais são as representações sociais a respeito da ciência e dos cientistas presente em dois roteiros de peças de grupos de teatro de São Carlos. Tais representações sociais não são reproduções do que cercam os autores das peças. São valores culturais assimilados por meio de uma rede construída coletivamente de saberes préexistentes que permitem tais indivíduos vivenciar uma prática social. Justifica-se por servir a coletivos que desenvolvem um trabalho de extensão universitária, principalmente na Educação Básica. Contribui-se para a práxis de artistas e roteiristas no que se refere a refletir em suas peças, seus debates com o público após espetáculos ou até mesmo na forma com a qual eles se enxergam. A pesquisa conta com uma análise documental de roteiros, utilizandose a análise de conteúdo como procedimento metodológico. Elencamos duas grandes categorias de análise: As representações sociais da ciência nos dois roteiros de teatro. Divida em três subcategorias: ciência como verdade absoluta (certeza) e/ou transitoriedade (dúvida) ; o campo científico e a busca por reconhecimento e a relação entre ciência e fantasia . Na segunda categoria, As representações sociais do cientista nos dois roteiros de teatro. Concluímos que a palavra verdade , seus sinônimos ou antônimos podem não ter uma ocorrência grande em ambos os roteiros, no entanto isso não impede de observar uma representação social de ciência que por vezes é tida como absoluta. Há também em sua constituição espaço para a dúvida, incerteza, mas acompanhada de uma noção de hierarquia. O sucesso de um experimento, formulação de um modelo ou produção de uma tecnologia por qualquer um dos personagens leva à elevação deste a um posto de destaque dentro do campo. Seja um jovem cientista tentando impressionar seu tutor ou um renomado pesquisador tentando se sobressair em relação a seus pares, a legitimidade na fala é uma meta, por vezes oculta, em ambos os roteiros. Por suas motivações, os autores constroem personagens que agem de modo a gerar identificação nos espectadores e, para isso, usam suas representações sociais. Elas possuem elementos em comum com as representações que o público tem. Um deles é que o cientista é diferenciado das demais pessoas. Mesmo sem apresentar trejeitos, os personagens acabam se distanciando, mesmo que geograficamente em uma casa isolada.

En la actualidad, la constante movilidad geográfica y subsiguiente instalación de inmigrantes pobres en países receptores da lugar a procesos de producción de otros estigmatizados, disponibles para el trabajo de la imaginación o la manipulación. El objetivo de este trabajo es analizar el papel que han tenido ciertos especialistas en ciencias sociales, así como el uso de sus producciones y saberes, en el marco de una demanda social de representaciones y visiones sobre los fenómenos migratorios limítrofes generada en la Argentina durante los años noventa. / Nowadays, the constant and permanent geographic mobility and the settling of poor migrants gives rise to production processes of other stigmatized people who are available for the work of the imagination or of manipulation. The objective of this paper is to analyze the role that certain specialists in social sciences have had and the use of their output and knowledge, in the frame of a social demand of representations and visions of the migratory phenomenon of the borders, generated in Argentina during the nineties.

Este trabalho procura responder a questão: \"quais as barreiras conceituais que impedem a compreensão da segunda lei da Termodinâmica pelos estudantes? A partir de três questões apresentadas a estudantes do terceiro ano do ensino médio e do primeiro ano do curso superior de licenciatura em física, foram coletadas as respostas produzidas; posteriormente analisadas, permitiram a explicitação de concepções que, confrontadas com as idéias da Termodinâmica clássica, revelaram um raciocínio inadequado. A idéia de sistema centrado no objeto, parece constituir uma barreira conceitual difícil de transpor; assim também ocorre com os conceitos de processo e transformação exibidos pelo senso comum. Tais conceitos são fundamentais para o estabelecimento da Termodinâmica e devem ser pensados no trabalho em sala de aula capaz de produzir conflitos cognitivos com meta a uma mudança conceitual. Por outro lado, numa perspectiva histórica, foi possível identificar alguma ressonância entre as idéias dos estudantes e o desenvolvimento da concepção de calor; focalizamos especialmente as idéias de Carnot e de Clausius ao longo da elaboração das leis da Termodinâmica. O trabalho também identificou lacunas decorrentes da forma como os conteúdos científicos são apresentados na sala de aula e nos livros didáticos o que pode explicar as dificuldades encontradas. Finalmente, o trabalho apresenta subsídios de relevância pedagógica que podem contribuir para a melhoria do ensino da Termodinâmica no nível médio, com atividades especiais que tocam nos pontos conflitantes entre as concepções dos estudantes e o conhecimento científico. / This work aims to answering the following question: what are the conceptual barriers that prevent students from understanding the second law of Thermodynamics ? Starting from three questions that were proposed to third year secondary school and to first year physics teaching university students, the collected answers were analysed and led to an explicitation of conceptions that disclose inadequate reasoning when confronted with the ideas of classical Thermodynamics. The idea of a system centered on the object seems to be a conceptual barrier that is difficult to overcome and the same happens with the concepts of process and change that are usual in commonsense. But these concepts are essential for the fundamentals of Thermodynamics and should be used in class work to create cognitive conflicts aiming to a conceptual change. On the other hand, from a historical perspective, it was possible to identify some of the students ideas in the development of the concept of heat particularly in the development of the ideas of Carnot and Clausius in the elaboration of the laws of thermodynamics. The work has also identified gaps resulting from the way scientific contents are presented in the classroom and in textbooks that could explain the students difficulties. At last, the work presents pedagogically relevant contributions that may be helpful in teaching thermodynamics in secondary schools with special activities that touch points that are conflicting between students conceptions and scientific knowledge.

Orientador: Maria Jose Pereira Monteiro de Almeida / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-04T20:00:10Z (GMT). No. of bitstreams: 1 Montenegro_AnisabeldaGloriaPachecodeMacedo_M.pdf: 10253870 bytes, checksum: 3c1cff858493be431cff478c086c04f9 (MD5) Previous issue date: 2005 / Mestrado / Ensino, Avaliação e Formação de Professores / Mestre em Educação

Orientador: Maria Margaret Lopes / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Geociências / Made available in DSpace on 2018-08-25T22:06:42Z (GMT). No. of bitstreams: 1 Sombrio_MarianaMoraesdeOliveira_D.pdf: 3061648 bytes, checksum: 40dee56cabd13ea169179678ae292e5e (MD5) Previous issue date: 2014 / Resumo: Esta tese aborda trajetórias de mulheres, principalmente estrangeiras, que realizaram expedições científicas no Brasil, em meados do século XX. A partir da documentação do Conselho de Fiscalização das Expedições Artísticas e Científicas do Brasil - CFE (1933-1968) ¿ MAST, RJ, foi realizado um levantamento sobre a participação de mulheres em expedições científicas buscando entender como elas se inseriam nessas práticas de campo. Apresentamos um panorama geral sobre o levantamento feito na documentação do CFE, quem eram as mulheres que ficaram registradas nestes documentos, a que áreas científicas pertenciam, quantas eram brasileiras e quantas estrangeiras e como articularam suas experiências no Brasil, ao mesmo tempo que retomamos referências bibliográficas importantes e fontes inéditas sobre o assunto. Tratamos das trajetórias de três cientistas que fizeram do Brasil seus campos privilegiados de pesquisa estabelecendo redes de relações sólidas no país, cada uma a sua maneira, e grande parte de suas produções científicas (teorias, classificações, livros e artigos) provém das pesquisas realizadas aqui. Elas são Doris Cochran, Betty Meggers e Wanda Hanke. As análises particularizadas (e até certo ponto de detalhes) que privilegiamos têm o objetivo de contribuir com o quadro de escassez de testemunhos sobre o comportamento e as atitudes de mulheres cientistas trabalhando no Brasil, no período abordado. Fosse um empreendimento coletivo ou solitário, uma ambição profissional, uma fuga ou aventura, a história dessas mulheres está repleta de vontades diversas. Consideramos cada uma dessas experiências como fragmentos da realidade muitas vezes negligenciados pela história das ciências que foi descrita como um empreendimento quase que exclusivamente masculino. A cultura das ciências fez-se separadamente da cultura das mulheres. As expedições científicas, na forma mais romantizada em que conseguimos imaginá-las - grandes aventureiros e aventureiras se embrenhando em matas fechadas, enfrentando perigos - ainda influenciam a categorização das ciências, suas características e o imaginário popular sobre o que é fazer ciências, contribuindo inclusive para reforçar um caráter masculinizante dessas práticas. A realidade, tanto agora quanto no passado, é bastante diferente. Existem grandes lacunas nesses discursos quando excluem parcelas inteiras da população da história da construção do saber científico. Onde está e como foi a participação das mulheres e de outros grupos excluídos por raça, classe ou etnia? Como essas hierarquizações sociais foram reproduzidas nos ambientes científicos? Nas narrativas sobre a ciência ocidental encontramos apenas pequenas pistas e passagens dessas pessoas por essa história. Essa tese é, portanto, uma contribuição para a ampliação desse registro histórico / Abstract: This thesis presents stories of women, mainly foreign, who conducted field research in Brazil in mid-twentieth century. Based on documents of the Brazilian Inspection Council on Artistic and Scientific Expedition - CFE (1933-1968) ¿ MAST (Museum), Rio de Janeiro ¿ an inventory on women¿s participation in scientific expeditions was conducted aiming to understand their experiences on these field practices. We present an overview of the inventory in the CFE documentation, addressing who were the women recorded in these documents. We collected data about their scientific areas, their nationalities, the strategies used to articulate their experiences in Brazil and also gathered important references about the topic. Three scientists were emphasized because their experiences revealed that Brazil was their privileged field of research where they also established strong networks with the local scientific community, each in their own way, because much of their scientific productions (theories, scientific classifications, articles and books) originated from these field activities. They are Doris Cochran, Betty Meggers, and Wanda Hanke. Individualized accounts were privileged, as well as details about these experiences, in order to adress the shortage of testimonials about stories, practices and attitudes of women scientists working in Brazil, in the period covered. Sometimes they went to the field alone, other times as part of a scientific team. They also worked in couples as assistants or collaborators and there were cases of travelers who were just looking for a getaway or an adventure. The stories of these women are interesting and bring up a lot of uniqueness. Each of these experiences can be thought as fragments of a reality often overlooked by the History of Science that has been described as an almost exclusively male enterprise. The culture of science was stablished separately from the women's culture. The popular image of scientific expeditions associated with heroism and riskness still influence the categorization of science and build up an idea of science as an almost exclusively male dominate endeavor, contributing to reinforce the masculine characterization of these practices. Reality, both now and in the past, is quite different. There are large gaps in the Western history of science narratives. Whole social groups were excluded of the construction of scientific knowledge, not only in the institutions but also in the history books. Where is and how was the participation of women and other groups excluded by race, class or ethnicity? How these social hierarchies were reproduced in scientific circles? In the narratives of Western science we found only small hints and passages of this group. This thesis is, therefore, a contribution to increase the field of historical studies about women scientists, gender and sciences / Doutorado / Politica Cientifica e Tecnologica / Doutora em Política Científica e Tecnológica

While researchers debate the value of psychobiographical research, interest in this area is growing on a national and international basis. Every year, the number of psychobiographical studies at universities in South Africa is growing. Psychobiographical research is qualitative research that utilises psychological theory to explore and describe the lives of extraordinary individuals. The primary aim of this psychobiography was to examine the life of Marie Curie (1867–1934) by employing developmental psychologist and psychoanalyst Erik Erikson’s (1959) theory of psychosocial personality development. Marie Curie was chosen as the research subject because of the researcher’s personal interest and the subject’s prominence as a female scientist. She was a Polish-born and naturalised French scientist who conducted pioneering research on radioactivity. Marie Curie’s ground-breaking discoveries changed the way scientists think about matter and energy and introduced a new era in medical knowledge and the treatment of disease. Her life exemplifies a love of science, commitment, and perseverance. Data were collected from several primary and secondary sources on Marie Curie’s life. The researcher developed a data-collection and analysis matrix to facilitate the systematic collection of data and analysis according to Erikson’s stage theory of psychosocial personality development. This psychobiography suggests that unresolved infantile and early childhood crises gave rise to personality traits that eventually contributed to Curie’s extraordinariness. In the case of Curie, personality traits that are often regarded as atypical or malignant, ironically encouraged perseverance, creativity, and productivity. This study complements the psychobiographical studies done in South Africa on extraordinary individuals. It demonstrated the value of psychobiographical research as a teaching instrument, revealed the usefulness of Erikson’s theory, and illustrated the uniqueness of individuals.

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

Collaboration between Designers and Scientists in the Context of Scientific Research This thesis presents the results of a research project that examines collaboration between product designers and scientific researchers. For this purpose, it initially illustrates the objectives and scope of the research and examines current relevant literature on the subject, highlighting its reach and limitations. The core research question is then introduced: How can product designers and scientists collaborate and, as a result, how might designers contribute towards scientific research activity? This question is subsequently answered in several stages. First, the relevant literature is reviewed in order to produce an analytical framework. It examines the disciplinary characteristics of designers and scientists, the characteristics of both design work and scientific research, and the nature of interdisciplinary collaboration. This analytical framework is then used as the basis for a collaboration matrix to record and examine the collaboration between designers and scientists. Secondly, the analytical framework is also employed to help explore findings from five case studies (three exploratory and two development cases) in which designers worked alongside scientists. Finally, results from the case studies are compared with current theoretical work on the subject, highlighting differences and commonalities. As a result of this analysis, the thesis answers the research question posed and presents as a main contribution: -The main ways in which designers collaborate with scientists. -The roles that designers might have while collaborating with scientists. -The contribution that designers can offer to scientific research. -The barriers to and enablers of collaboration between designers and scientists. -The areas of scientific research in which design intervention can make an impact.