Implicit prejudice, and in particular, the Implicit Association Test (IAT), are paradigmatic examples of psychological concepts and research methods that have recently enjoyed great publicity and accessibility. However, little is known about the possible reflexive consequences of this popularization for the public understanding of prejudice, and by implication, for the formulation of social policy aimed at the reduction of prejudice and racism. Specifically, how does the public interpret and contextualize the claims of the IAT and implicit prejudice? With what social and political preoccupations does this operationalization of implicit prejudice resonate? Furthermore, how do members of the public experience and interpret the IAT as both a scientific instrument and as a bearer of psychological truth? In answer to these questions, this dissertation comprises a report of two empirical studies of public encounters with the IAT and the concepts of implicit prejudice. The first of these focused on popular responses to IAT research in the New York Times. Employing a discourse analytic approach to reader comments, it identified the social and psychological concerns against which the public makes sense of the IAT. In responding to the IAT, readers drew on skeptical and confessional discourses to position themselves reflexively in relation to its claims. I argue that these discourses constitute a space within which strong injunctions to self-scrutiny, impartiality and objectivity are established as moral-psychological ideals. Building on these findings, the second study examined the IAT as a discursive practice through a focus on the lived experience of taking the test. Recruited participants took the IAT, and were subsequently interviewed to elicit moment-by-moment accounts of this process. Hermeneutic-phenomenological analysis of these accounts revealed thematic concerns that both resonated with and augmented those in the analysis of public discourse. In particular, the IAT was experienced as a vivid demonstration of the operationalization of "implicit bias". I argue that the test embodies and communicates this paradigm to test-takers, and therefore functions as a psychological pedagogical tool. The dissertation closes by discussing the implications of these analyses for public understandings of, and responses to, prejudice.

Implicit prejudice, and in particular, the Implicit Association Test (IAT), are paradigmatic examples of psychological concepts and research methods that have recently enjoyed great publicity and accessibility. However, little is known about the possible reflexive consequences of this popularization for the public understanding of prejudice, and by implication, for the formulation of social policy aimed at the reduction of prejudice and racism. Specifically, how does the public interpret and contextualize the claims of the IAT and implicit prejudice? With what social and political preoccupations does this operationalization of implicit prejudice resonate? Furthermore, how do members of the public experience and interpret the IAT as both a scientific instrument and as a bearer of psychological truth? In answer to these questions, this dissertation comprises a report of two empirical studies of public encounters with the IAT and the concepts of implicit prejudice. The first of these focused on popular responses to IAT research in the New York Times. Employing a discourse analytic approach to reader comments, it identified the social and psychological concerns against which the public makes sense of the IAT. In responding to the IAT, readers drew on skeptical and confessional discourses to position themselves reflexively in relation to its claims. I argue that these discourses constitute a space within which strong injunctions to self-scrutiny, impartiality and objectivity are established as moral-psychological ideals. Building on these findings, the second study examined the IAT as a discursive practice through a focus on the lived experience of taking the test. Recruited participants took the IAT, and were subsequently interviewed to elicit moment-by-moment accounts of this process. Hermeneutic-phenomenological analysis of these accounts revealed thematic concerns that both resonated with and augmented those in the analysis of public discourse. In particular, the IAT was experienced as a vivid demonstration of the operationalization of "implicit bias". I argue that the test embodies and communicates this paradigm to test-takers, and therefore functions as a psychological pedagogical tool. The dissertation closes by discussing the implications of these analyses for public understandings of, and responses to, prejudice.

Scientists are widely regarded as high status individuals, who are smarter than the vast majority of the population. Science holds a very high status as a discipline, both within and outside of academe. This notwithstanding, popular stereotypes of scientists are often highly negative, with the image of the socially inept or even mad scientist being commonplace. This apparent contradiction is worth exploring. Additionally, we see the label scientific being used to justify pseudoscience and other results that are flatly contradicted by the bulk of scientific research (e.g., links between vaccines and autism). This is not due, as some argue, only or even primarily to a lack of understanding of science. Ultimately, there are two "sciences": science defined by the scientific methodology of the scientists, and the broader cultural use of science as a truthteller without real use of scientific methodology. This dichotomy is wrapped up in both the nature of modernity and the idea of post-modernity. This research uses a content analysis of film to examine the nature of stereotypical portrayals of scientists, and a factor analysis of NSF survey data to investigate the complex attitudes towards science and scientists.

Explores the relationship between nontraditional science education practices, structured by campaigns such as Public Understanding of Science (PUS) and Scientific Literacy (SL), and the field of Science and Technology Studies (STS), using ethnographic work with the Choices and Challenges Project at Virginia Tech as a "point of entry" (Smith 1987) for a broader discussion. It points to the difficulty of "doing" theory and practice at the same time. While affirming that there is no easy solution to the hard work of situating local, nontraditional science education practices within a critical theoretical tradition such as STS, this project also provides recommendations for a new framework to conceptualize a more productive interaction between the practice of nontraditional science education and the theory of STS. In a postscript, I conclude by urging all researchers within the field of STS to begin to recognize that maintaining the false split between our academic research, undergraduate teaching, university outreach, and community involvement is a failed project. As STS researchers, I believe it is, in fact, our obligation to our local and global communities to adopt an interventionist strategy and to use our work — without apology — for directly political ends. Challenging the technoscientific-political context in which we live always involves a level of real risk — but it is also our only opportunity to achieve real success. Our participation in this challenge is a responsibility to ourselves and to our communities that we must recognize and accept. This participation should not be shunned, but rather applauded. / Master of Science

Botin, Livia Maria. Ciência e tecnologia em debate: uma análise das entrevistas do programa Roda Viva (1986-2006) [tese]. São Paulo: Universidade de São Paulo, Faculdade de Filosofia Letras e Ciências Humanas, 2016. Este estudo analisou como o programa Roda Viva, produzido pela TV Cultura, debateu e divulgou temas relacionados à ciência e tecnologia nas últimas décadas do século XX (1986-2006). Parte-se do pressuposto de que as visões sobre atividade científica apresentadas no programa refletem, sobretudo, o próprio projeto pedagógico e político da TV Cultura bem como as expectativas das elites intelectuais paulistas que atuaram nessa instituição ao longo desse período. Além disso, analisamos como essas entrevistas contribuíram para a construção de múltiplas visões sobre a ciência no país. O corpus documental previsto para a pesquisa é composto por três grandes séries documentais: 1) as entrevistas com figuras públicas e políticas representativas das áreas de C&T no país e com integrantes da comunidade científica; 2) os Estatutos da Fundação Padre Anchieta e os relatórios relativos à TV Cultura, e, finalmente, 3) as entrevistas com membros participantes da produção do programa Roda Viva. / This study examined how the talk show Roda Viva, produced by the television network TV Cultura, had discussed and publicized issues that are related to science and technology in the last decades of the twentieth century (1986-2006). The hypothesis of this thesis states that the images of scientific activity transmitted by the TV show reflect mostly TV Cultura own pedagogical and political project as well as the expectations of São Paulo intellectual elites who worked at this institution during the covered period. In addition, we analyzed how these interviews influenced the construction of multiple views on science in Brazil. The sources used to support this research consist of three major documentary sets: 1) interviews with public people and politicians who are important to S&T areas in Brazil and members of the scientific community; 2) Padre Anchieta Foundation Statutes and reports referring to TV Cultura; and finally, 3) interviews with members of Roda Viva production staff.

Botin, Livia Maria. Ciência e tecnologia em debate: uma análise das entrevistas do programa Roda Viva (1986-2006) [tese]. São Paulo: Universidade de São Paulo, Faculdade de Filosofia Letras e Ciências Humanas, 2016. Este estudo analisou como o programa Roda Viva, produzido pela TV Cultura, debateu e divulgou temas relacionados à ciência e tecnologia nas últimas décadas do século XX (1986-2006). Parte-se do pressuposto de que as visões sobre atividade científica apresentadas no programa refletem, sobretudo, o próprio projeto pedagógico e político da TV Cultura bem como as expectativas das elites intelectuais paulistas que atuaram nessa instituição ao longo desse período. Além disso, analisamos como essas entrevistas contribuíram para a construção de múltiplas visões sobre a ciência no país. O corpus documental previsto para a pesquisa é composto por três grandes séries documentais: 1) as entrevistas com figuras públicas e políticas representativas das áreas de C&T no país e com integrantes da comunidade científica; 2) os Estatutos da Fundação Padre Anchieta e os relatórios relativos à TV Cultura, e, finalmente, 3) as entrevistas com membros participantes da produção do programa Roda Viva. / This study examined how the talk show Roda Viva, produced by the television network TV Cultura, had discussed and publicized issues that are related to science and technology in the last decades of the twentieth century (1986-2006). The hypothesis of this thesis states that the images of scientific activity transmitted by the TV show reflect mostly TV Cultura own pedagogical and political project as well as the expectations of São Paulo intellectual elites who worked at this institution during the covered period. In addition, we analyzed how these interviews influenced the construction of multiple views on science in Brazil. The sources used to support this research consist of three major documentary sets: 1) interviews with public people and politicians who are important to S&T areas in Brazil and members of the scientific community; 2) Padre Anchieta Foundation Statutes and reports referring to TV Cultura; and finally, 3) interviews with members of Roda Viva production staff.

Global climate change is becoming increasingly evident. There has been increased attention paid to the impact of human activity on climate. As a rising power, China’s energy needs to fuel its rapid economic growth with the resulting potential impacts of climate change presents an enormous climate policy dilemma not only for China but also for the entire world. The role of China is an issue of perennial concerns at the international climate change negotiation: its energy saving, emission reduction and clean production reflect China’s dual objectives about sustainable development and efforts on international legal obligations.Education abroad is an integral part of China’s development strategy. The abroad Chinese students who possess the knowledge, technologies skills and ideas, as well as information are playing an important role to assist China retain or increase its competitive advantage. The aim of this paper is to analyze the abroad Chinese students’ opinion on China’s role under the circumstance of global climate change, with main focus on three aspects: Energy consumption and environment situation in China; Several current domestic policies regarding problems of climate change and energy consumption in China; Issues facing the country on its road map to future mitigation action regarding climate change.Alongside the interviews carried out within ten overseas Chinese students, using the social science of Science, Technology and Society (STS) especially its public understanding of Science and Technology as the theoretical perspective, this thesis is exploring the interviewees’ attitudes toward current China’s climate change related issues from a deeper sense of human, culture and public perspective.

Este trabalho investiga a interação do professor de ciências com suportes de divulgação científica (DC). A DC não é produzida visando atingir o ensino formal, todavia é um recurso frequente em aulas de ciências. A inclusão da DC em situações formais de ensino requer preparo e criatividade do professor, de modo que antes de ser utilizado, este deve conhecer o suporte e adequá-lo aos objetivos educacionais e propósitos de ensino. Esse processo ocorre em duas etapas principais, a primeira delimitada pelo acesso e consumo da DC e a segunda pelo uso em situações de ensino, que ocorre após a apropriação da DC como ferramenta cultural. Desse modo, o objetivo desse trabalho é investigar a apropriação da DC por professores de ciências. Para isso, o trabalho investiga um curso de especialização de professores por meio de perspectivas socioculturais e metodologias quantitativas e qualitativas. A investigação analisa 400 sequências didáticas produzidas por professores de ciências do estado de São Paulo, buscando evidenciar quais os principais suportes de DC utilizados, bem como os propósitos de ensino para as atividades que usam esse recurso. Além disso, realiza-se um estudo de caso que investiga as situações de uso de suportes de DC em uma sala de aula do nono ano do ensino fundamental. Nessa investigação, as aulas foram registradas em áudio e vídeo e os episódios analisados com base nas contribuições do círculo de Bakhtin. Os resultados de nossas análises possibilitaram encontrar os principais propósitos de ensino para o uso de DC, bem como os principais suportes utilizados pelos professores de ciências. Além disso, observamos e caracterizamos as principais formas de utilização da DC em situações de ensino, no caso, o professor por meio de diferentes estratégias compõe a narrativa por meio do discurso alheio, usufruindo de diversas tipologias de discurso citado, dentre principais, o discurso direto; discurso indireto e discurso indireto-livre. / This study investigates the interaction of the science teacher with public understanding of science (PUS). The PUS is not produced aimed at achieving formal education, but it is frequently used in science lessons. The inclusion of PUS in formal teaching situations requires training and creativity of the teacher, so that prior to use, he must access the material and adapt it to educational goals and to teaching purposes. This process occurs especially in two stages, the first delimited by the access and consumption of PUS and the second by using it in teaching situations, that occurs after the appropriation of PUS as a cultural tool. Thus, the aim of this study is to investigate the appropriation of PUS by science teachers. Hence, this work also investigates a specialization course for science teachers through sociocultural approaches using quantitative and qualitative methodologies. The research analyzes 400 didactic sequences produced by science teachers of the state of São Paulo, seeking for evidence of the main PUS media used as well as the teaching purposes for the activities that use these media. In addition, a case study has been developed in which one investigates the situations of using PUS in a classroom of the ninth year of elementary school. For this study case, lessons have been recorded on audio and video, and the episodes were analyzed based on contributions of the Bakhtin Circle. The results of our analysis allowed to find the main teaching purposes for the use of PUS and the main media used by science teachers. In addition, we characterize the main modes of using PUS in teaching situations, in this case, the teacher through different strategies makes up the narrative through alien discourse, applying different typologies of reported discourses, in which the main are the direct, indirect and quasi-direct.

The current paper presents a study conducted at At-Bristol Science Centre, UK. It is a front-end evaluation for the “Live Science Zone” at At-Bristol, which will be built during the autumn of 2004. It will provide a facility for programmed events and shows, non-programmed investigative activities and the choice of passive or active exploration of current scientific topics. The main aim of the study is to determine characteristics of what kind of techniques to use in the Live Science Zone. The objectives are to explore what has already been done at At-Bristol, and what has been done at other science centres, and to identify successful devices. The secondary aim is mapping what sorts of topics that visitors are actually interested in debating. The methods used in the study are deep qualitative interviews with professionals working within the field of science communication in Europe and North America, and questionnaires answered by visitors to At-Bristol. The results show that there are some gaps between the intentions of the professionals and the opinions of the visitors, in terms of opportunities and willingness for dialogue in science centre activities. The most popular issue was Future and the most popular device was Film.

Geoscience operates at the boundary between two worlds; the visible and the invisible. Increasingly, new geological technologies such as hydraulic fracturing, carbon capture and storage (CCS) and radioactive waste disposal are drawing the public’s attention to the ‘invisible’ world of the geological subsurface. This presents unique communication challenges because these technologies exist in a realm that can never be physically seen. This thesis addresses this issue by examining the psychological perceptions of residents in three villages in the south west of England. A representative sample from each village was qualitatively interviewed and mental models were constructed from the resultant data using the ‘mental models’ technique (Morgan et al, 2002). The mental models were then quantitatively tested using a questionnaire to assess the perceptions that a broader sample of the residents of these locations hold towards the geological subsurface. The results from the mental models assessment identified the principal perceptions held by the majority of the public surveyed. In particular, the study revealed the connection between the visible surface and the invisible subsurface and how different participants engaged with that boundary; choosing either a geoscience-centric or an anthropocentric approach to penetrating the surface. These approaches utilised by non-experts differed from those employed by the experts, who used a regionally specific geoscience-centric approach to visualising the subsurface. The work provides an important empirical baseline from which to develop a science-led strategy to engage the general public with new technologies and to increase our understanding of the more broadly held conceptions of the invisible subsurface.