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Who is this
handbookfor?
Thi s handbookoffersthe essential inormation or devising
science outreach activities and practical
advice that each user can adapt to ft the
situation.
Thi s handbookcaTers forany person who wishes to organize events
or public understanding o science and
technology: researchers, engineers,
technicians, teachers, students,
journalists, cultural activity mediators,
who have little or no experience in such
projects.
This handbookhas been d
especially
to assist project initiators in the cou
o Arica taking part in the program
Promotion de la Culture scientifque
technique run by the Institut de Rec
pour le Dveloppement (IRD) at the
o the French Ministry o Foreign an
European Aairs.
Find our other guides or public
understanding o science on the W
www.latitudesciences.ird.fr
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chooseyour Tools
29 A workshop
31 A stand
33 A meeting with scientists
35 A feld excursion
37 A guided tour39 An interactive exhibition
41 Instruments and materials
43 Objects and documents
45 Science chests and games
implemenT ascienceouTr
acTiviTy
Preparation
48 Design your activity
49 Organize it
50 Set it up
51 Practise, practise
Now or the event
52 Greet the public
53 Run an interactive session
Assessment54 Evaluate the event
Contents science ouTreach acTiviTies7 Public understanding o science
9 What is a science outreach activity?
11 What are science educators or?
13 What qualities or disseminating
science?
The basics of science
ouTreachacTiv iT ies
17 Pride o place to the scientifc method
19 Know your public
21 Choose the right words and images
23 Launch questions and promptquestioning
25 Hands-on participants
contents
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Science
outreachactivities
definitions
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Public
understanding
of science
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What is it?
It is all the scientifc andtechnological knowledge acquiredand used by a person, whichenables him or her to understand theenvironment, act in everyday lie andthink about the major issues o theuture.
Who or?
Understanding o science andtechnology: a concern exclusively orresearch scientists, engineers andtechnicians?Not at all!
The sciences and technology playa crucial role in our everyday lives(health, ood, environment, transport,communications). Understandingthem so as to make better use othem is an issue or everybody!
definitions
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What is a science
outreach activity?
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It is a popularization programmeaiming to help a non-inormed publicdiscover, gain awareness o andunderstand science and technology.
It addresses the general public,dierent sections o society: children,
teenagers, men, women, schooleducated, illiterate.
And it can come to lie in arange o places: schools,primary or secondary,universities, leisure centres,museums, research laboratories,technical centres, local publichalls, public squares,natural sites.
definitions
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What are science
educators for?
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The science educators role:
creating understanding oscience and technology throughexhibitions, visits or opportunitiesto meet scientists;
presenting them or discussionin science cas, lectures or round-
tables;
introducing people to thescientiic method (observation,experimentation, analysis) bymeans o workshops, clubs or ieldexcursions.
Challenge and objective:
Scientiic and technologicalknowledge is complex. It is inconstant evolution and otenremains inaccessible or mostpeople. Science educators aremediators between the world oscience and the general public
and are there to makeaccess easier.
definitions
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What qualities
for disseminating
science?
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A rigorous approach and astrong aptitude or analysisto acquire the knowledge and
a good command o scientiicmethods.
An aptitude or communicationor capturing the publics attention.
A good listening abilityto adapt to the public, meet theirinterests, arouse their ideas.
A acility or explainingto make complex inormationeasy to understand.
A sense o organizationor planning and carryingthrough group activities.
And: a generous dose ocreativity!or designing appealingactivities.
definitions
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To open up access to scientific knowledge, the science educator does not merely simplify the
information. He creates a situation where the public can perform the same procedures as
scientists so everyone can understand and use the knowledge themselves.
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The basics of
science outreach
activities
thebasics
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Pride of place to the
scientific method
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Oering people a programme oactivities where they can:
- observe :describe, compare, classiy; - collect information: ind documentation,
pose questions, measure; - do experiments:make hypotheses, build
a protocol, do tests;
- analyse:interpret, summarize, drawconclusions;
- call into question: compare and contrast
ideas, check data, discuss.
Giving people the tools toapproach a subject in a reasonedobjective way and acquireautonomy to build up theirknowledge.
The scientifc method is a key process or understanding the world around us.Based on a rigorous logical approach, it comprises varied activities to buildup and test knowledge.
Introducing the public to the scientiic method means:
thebasics
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Know your public
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Beore introducing a scientif c concept to thepublic, assess everyones level o knowledge and
the way they think.
This will help you:
identiy what makes scientiic inormation diicult tounderstand;
ind the most convincing arguments and the best
suited activities; adjust the course o the event to the participants
progress.
How?
Ask questions about the way an instrum
works, for instance: How does a sun dial
Get people to draw or comment on a
diagram, for example: A bicycle mechan
Stimulate the audience to give explana
of phenomena, for example: Why does t
moon appear different from one night toanother?
Ask people to describe an experiment,
example: What happens when a lighted
is covered by a jar?
thebasics
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Choose the right
words and images
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Bringing complex scientif c inormation withineveryones grasp without distorting the meaning
is dif cult, but stimulating!
Mind your language:
use words that everybody can understand; choose simple but precise expressions rather than
complex scientiic terms and symbols; give brie, concrete and amusing explanations which
create the desire to understand rather than longaccounts that are overwhelming, intimidating andboring!
put orward examples, comparisons and pictures thepublic can relate to;
ormulate your words in dierent ways so thateveryone understands!
From the knownto the unknown
The scientifi c process founds
itself on the known to explore
the unknown.
So approach your subject
starting rom situations,
images and metaphors from
everyday lie to make thingseasier to understand!
thebasics
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Launch questions and
prompt questioning
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Challenging with questions is a good wayto help the public immerse themselves in thescientif c process.
Put a question in the right way and you can arousecuriosity, make people think, encourage them to makehypotheses. A way o attracting replies and openingdialogue.
Stimulate questioning rom the audience and helpparticipants use logic to f nd the answers.
Questions or:
Attracting attention: What happenswhen? What do you see? What have
you noticed?
Inspiring people to observe and
measure: How much? What size?
Suggesting comparisons: What is the
dierence between? Which is the mo
Urging the public to experiment:
How do you arrive at? Can you f nd away to?
Stimulating thought:
What has happened? What can we do?
Can you explain?
Encouraging a critical approach:
What do you think o? Do you agree
In your opinion?
thebasics
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Hands-on participants
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Oer activities in which participantscan practise science and technologyhands-on:
- give out instruments to operate,
- make equipment available orexperiments,
- propose surveys,
- organize team games,
- prompt contributions to discussions etc.
Take account o participantssuggestions. Motivate and guidethem without doing things orthem!
This active approach leads peopleto take initiatives. It developsconfdence, brings the pleasureo understanding, encouragesparticipants to build up theirknowledge themselves andexchange ideas.
Acquiring scientifc knowledge does not mean passively receivinginormation, but understanding, using and discussing it!
thebasics
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A successful science outreach activity is not just a matter of means. First you must find th
activity best adapted to your public and to the objective while judging its limits and streng
The activity will draw from the tools which inspire the publics curiosity and encourage pe
to engage in a scientific process. If some tools are expensive, borrow them or
make them yourself. Gradually those will make up the
supporting equipment for your campaigns.
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Choose
your tools
tools
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A workshop
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A workshop introduces people to the scientif c process through activities o discovery
or an in-depth study o a subject. E.g.: an association o amateur astronomers
organizes monthly workshops on telescope observation o the sky, or the general
public.
The club is a orm o workshop which brings together the same group o participants
or regular sessions around a def ned subject and the realization o a project.
Implementing a programme o activities.
Showing the scientif c method in action.
Creating cohesion in the group o participants.
1h30 on average, either occasional, regular (weekly or 1 year) or organized as a short
course (2 to 5 days).
All publics. Well suited or young people..
In cooperation with a scientif c advisor, devise a coherent schedule o activities.
Arrange or the necessary equipment and means.
Various activities can be carried out and combined during the sessions: games,
discussions, experiments, construction, observation, reerence searches, surveys, or
public presentation o an accomplished project.
The advice o
specialist in t
chosen eld is
for the succes
workshop.
Allow 1 educor a maximu
15 participan
to ensure that
workshop run
effectively.
Caution The advice o
specialist in t
chosen eld is
for the succes
workshop.
Allow 1 educor a maximu
15 participan
to ensure that
workshop run
effectively.
tools
deScription
theScienceeducatorSrole
duration
public
preparation
action
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A stand
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A stand at an event or the general public (like a orum, science estival, trade air) can
oer awareness-raising activities on a scientiic subject.
E.g.: a research institute could display water-purif cation technology.
Oering visitors exciting activities inspired by the stands chosen theme.
Variable.
All categories. Some activities can target particular audiences (children, teenagers,
adults).
Design short (20 minutes maximum), straightorward, but striking activities, that
participants can do with some autonomy: games, equipment operation, posters
displays and exhibits.
Set up an easily visible welcoming stand.
Allocate the various tasks among the educators.
You can either show visitors around as they arrive or make up groups to carry out the
activities.
Incite the public to have a go at the activities.Show you are available and willing to tell visitors all about your organization and the
stands theme.
Use solid inex
objects which
xed in place.
For a high volu
visitors, progr
activities at ftimes and limi
the number of
participants at
session.
Use solid inex
objects which
xed in place.
For a high volu
visitors, progr
activities at ftimes and limi
the number of
participants at
session.
Caution
tools
deScription
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duration
public
preparation
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A meeting
with scientists
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In a public place (auditorium, classroom, ca), one or more scientists are brought in
to give a lecture or lead a discussion on their proession, their work or to lend their
expertise in the chosen subject. The audience is then invited to participate.
E.g.: a debate is organized in a secondary school on new inormation and
communication technologies (NICTs).
Create the conditions to allow both scientists and participants to speak.
Reormulate and summarize the ideas put orward so everyone can understand.
2 hours maximum.
Not really appropriate or young children.
Choose a theme anybody can understand.
Invite 1 to 4 specialists recognized in the f eld covered. They must be good speakers!
Inorm yoursel on the subject and prepare some relevant questions to launch the dialogue.
Arrange the meeting area comortably (chairs, lighting, projection equipment, sound and
public address system).
Give a riendly introduction to the theme and the speakers.
Set out the rules or the discussion (speaking time, need to be concise, clarity).
Ater the scientists talks, open the discussion to the audience. Throw in 2 or 3 questions ithe dialogue is slow to take o.
Keep control over the debate! Give a summary o the exchanges to wind up the session.
Do not hesitat
scientists to e
themselves s
and clearly, to
pictures and s
lms.
Deal suitably
contributions
the public tha
are too long o
inappropriate
Do not hesitat
scientists to e
hemselves s
and clearly, to
pictures and s
lms.
Deal suitably
contributions
he public tha
are too long o
inappropriate
Caution
tools
deScription
duration
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preparation
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A field excursion
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Participants go out in the f eld to make observations, conduct a survey or do an
experiment in natural conditions.
E.g.: plant identif cation, surveys among the inhabitants o a district, meteorological
readings.
Organizing the outing and guide the participants at the sites visited.
Coordinating the group and the activities at the f eld sites.
Paying particular attention to participants saety.
Variable (1/2 to 1 day).
Any public.
Do reconnaissance and establish the limits o the areas to visit.
Def ne in advance the protocol o the f eld studies to be carried out.
Prepare the equipment or observation, measurement and sample collection (camera,
magniying glass, plastic bags, note pads).
Announce the instructions on saety and site protection. Give out the itinerary map.
Assign the roles and responsibilities o each participant (equipment, activities).
Explain the operations to be accomplished.
The presence
o an expert i
recommended
Arrange for en
assistants to
accompany thparticipants,
that the weath
favourable, br
and a rst aid
Caution
tools
action
deScription
duration
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preparation
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A guided tour
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The public are given a guided tour o a site or a scientif c or technological
organization and discover science in action.
E.g. : to a water purif cation plant, genetics laboratory, archaeological site,
power station.
Guiding the visitors in the scientists workplace.
Inorming visitors and encouraging easy dialogue with the experts.
Paying special attention to participants saety.
2 hours on average.
Any public.
Get to know the host organizations personnel, working places and f eld o activity.
Devise an interactive discovery trail with stages or observation, hands-on activities
(operating machines, instruments), discussion with scientists.
Introduce yoursel and announce the specif c advice or the place visited.
Give a lively account, describing, explaining, lightened with anecdotes about the
organization, the proessions represented and the work that goes on.
Present the scientists, ask them questions when visitors seem too shy to do so!
Move regularly rom one area to the next and make short breaks to keep the tourgroups attention alive.
Prepare the v
collaboration
representative
host organizat
Take care to ktrack o your
time!
Caution
tools
deScription
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preparation
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An interactive
exhibition
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Designed primarily or the general public to develop autonomy in learning, it can
generate activities requiring a science mediator.
E.g.: or a game based on optics in an exhibition on light.
Ease access to inormation (how to f nd it, present it in dierent orms, summarize).
Oer complementary educational activities.
Indicate ways o investigating the subject urther.
Variable.
General public. Well suited to non-readers or those with reading dif culties, who
preer to listen or operate interactive displays, or are not very autonomous.
Learn thoroughly about the subject dealt with and the exhibition itsel.
Inorm yoursel about the visitors (school groups, amilies, mixed public).
Choose and rehearse the interactive operations, experiments or games which bring
the subject concretely to lie.
Spot people who particularly need guidance during their visit.
Lay on activities, and make sure they run smoothly!
Give straightorward, clear explanations. Set puzzles which prompt visitors to seekand f nd inormation on the display panels.
Do not stay to
with the same
so that you ca
as many o th
as possible.
Check that eqis in good wo
order!
Caution
tools
deScription
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Instruments
and materials
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WhaT? forexample? WhaTadvanTages? recommendaTions
Scientific
inStrumentS
For observation (magniying
glass, telescope),
measurement (scales, GPS,
voltmeter), calculation
(calculator, computer)...
Teaches how to operate precision
instruments.
Introduces the notion o scientifc
rigour.
Shows how to do an experiment.
Control the use of equipment
Explain how to use equipment
step-by-step, making
participants practise the
necessary operations. Warn people about the
fragility and dangers of certain
equipment.
materialSand
technological
toolS
Lead wire, setsquare,tweezers, gimlets,
wood, glue, electronic
components...
Teaches how to plan and producea construction rom A to Z.
A way o learning technical skills,
practical application o theoretical
knowledge.
Shows how to choose and
maintain equipment.
tools
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Objects
and documents
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WhaT? forexample? WhaTadvanTages? recommendaTions
objectSto
operate
Models (human body),
prototypes (solar sensor),
natural samples (shed snake
skin, minerals), machines
(engine, bicycle) etc.
Arouses curiosity and dialogue,
helps study a technical topic in
more depth, useul as an aid or
study or experiment.
Choose objects that are origin
familiar or complex, but not
dangerous.
Compile information and prep
questions about them.
reference
documentS
Science books and articles,documentary flms, sound
recordings, photos, cards.
For searching, comparing orchecking inormation, study a
subject in more detail or generate
ideas.
You need to select good qualimaterial suitable for the targe
audience. Consult them befor
offering them for use.
Prepare questions and
commentaries.
tools
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Science chests
and games
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WhaT? forexample? WhaTadvanTages? recommendaTions
SciencecheStS A chest containsdemonstration exhibits,
instruments, equipment,
games, literature (books
and posters) or a series o
activities on a theme. E.g.: the
human body, global warming.
Easy to transport, the chest isan aid or attracting a public
having little equipment and
unamiliar with cultural centres (in
rural areas), or use in travelling
workshops, with interactive and
un activities.
Mediators need training in thof the chest.
Instruction sheets should be
included to help prepare the
activities.
The chest contents can be
supplemented with other eas
available materials (paper, san
gameS Memory games, treasure
hunts, role play, puzzles,
quizzes.
Moments to have un, sharpen
peoples knowledge, senses and
interactivity.
Competition and a social
atmosphere make players keen to
get involved.
List the equipment, decide th
area for playing, the timings,
the rules (make sure they are
applied!), organize teams, a tr
announce the results and clos
game.
tools
Y t j t i i t h t i ht I l t ti i d
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You cant just organize a science outreach event overnight. Implementation requires good
command of the subject and of the basic activity-management techniques, a simple but
rigorous organization and training. For some, science may be daunting, boring or off-putt
but an active event creating strong interaction and inspiring the publics involvement can b
great success.
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Implement a
science outreachactivity
implementa
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Preparatio
Make choicesBegin by defning the eventsobjectives and subject, takingaccount o the views o people youare dealing with.
Opt or an appealing subjectwhich arouses concrete questionsdrawn rom everyday experience.Devise a simple interactive activityprogramme linked to a centraltheme.
Get inormed and train yourselUpdate your knowledge on the chosen subject anddevelop your associated skills, individually or as a groTo do that you can consult:
up-to-date, reliable, high-standard reerences:encyclopaedias, scientifc publications, special eatures
produced by the media, accessible in libraries or on the W
experienced people:experts who can check the scientifc inormation relating
the subject, education specialists and instructors to learn
good practices to adopt or mediation, colleagues so yo
can spot the most suitable methods or activity organizin
Design your activity
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Theres no better way to determine your activityprogramme than to write a strategic plan.For each action def ne: the objective, the time allotted,the method, equipment and the role o each educatorwhere a team is involved.
For a worthwhile event, aim or a maximum o15 participants or 1 educator.I youre holding meet the scientists sessions (lectures,discussions), though, the audience can be larger.
To give the activity a rhythm and inspire theparticipants interest:Alternate dierent types o activity (observation,literature research, experiments) and the ways the publiccan get involved (individually, in teams, the whole-group).
Organize it
Bear in mind that members of the
public, especially children, will fi nd i
diffi cult to:
take part in a session longer th
1 hour 30 minutes or 2 hours;
hold their attention on the sam
subject for more than 45 minut
actively perorm an operation
continuously for more than
15 to 20 minutes;
concentrate intently for more
than 5 minutes.
Rhythms
implementa
S i
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Preparatio
Equipment
List the equipment required. Choose equipment easy to
operate, reusable, solid and sae;you must know how to use itproperly.
Always test that it works! Have extra equipment on
standby in case o a programmechange or to do experimentssuggested by participants.
Set it up
Venues
Reconnoitre premises and sites (areaavailable, drinking water supply, tour circuit).
Make sure conditions osaety and comortare up to standard.
Arrange the area to make communicationeasy.
Facilitate access and allow or convenientuse oequipment (storage space, electricitysockets).
P i i
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For peace o mind: keep the programme inyour head!
Make sure you can explain the theme clearlyand simply.
Memorize an introduction, key questions andsome anecdotes.
Anticipate the publics reactions to theactivities you are oering.
Rehearse all operations to keep everythingrunning smoothly!
Speak to be heard!
Your voice: speak clearly and
enthusiastically to capture the
audiences attention and make sur
you are completely comprehensib
Your gaze: create contact by look
at people in the audience, without
staring.
Practise, practise
Your voice: speak clearly and
enthusiastically to capture the
audiences attention and make sur
you are completely comprehensib
Your gaze: create contact by look
at people in the audience, without
staring.
implementa
G t th bli
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Now for the evenGreet the public
In a riendly manner, get to know the participants (age,level o education, occupation, motivation) and introducethe event programme (aims, duration, available means).
Explain the rules o the game or:- the group: punctuality, mutual respect, taking part,
conviviality, cooperation;- the activities: take care o the equipment, sharing,
keeping tidy, cleaning up;- saety: prevent possible risks associated with the place
and the equipment.Being organized and rigorous is all part o the scientif cprocess!
Handle the group tactully: def ne the participants rolesin the activities, call upon each persons experience, whilemaintaining a good humoured atmosphere...
The right to be wrong
An educator, like the public, cannot
know everything and may be wrong!
If a doubt arises in the middle of
explaining a scientific concept, if an
operation fails or a hypothesis is not
validated: discuss the problem!
We can learn by our mistakes.
Analysing an error is part of the
scientific process.
R i t ti i
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To start with, capture thepublics attention, set out thescientifc questions involved,encourage people to expresstheir ideas on the subject.
- Set them a puzzle,e.g.: can we
grow plants upside-down?
- Invite comments about an
object,e.g.: a water flter.
- Create a surprise,e.g.: a
spectacular chemical reaction.
Next, get your activity programmegoing, leading all to practisethe scientifc method hands-on,mobilizing their knowledge andexperience.
- Bring participants to handleinstruments and equipment,
e.g.: a microscope.
- Suggest experiments to explain a
phenomenon,
e.g.: evaporation o water.
- Get people to make devices which
explain a technological principle
or a mechanism, e.g.: by assembling
an electrical circuit.
To inish o: give a ro the activities with tgroup, and highlightthe positive value o tpublics eorts and thresults obtained. Openew horizons!
Run an interactive session
implementa
E l t th t
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An overview report to ensure initial objectives have been met.
AssessmenEvaluate the event
Who or, why?
The science mediation team: toimprove practices and devise newprojects.
The participants: to enable them tojudge the stage they are at in theirlearning process.
The partners, client bodies,sponsors: report on the success othe project.
When?
In mid-programme to examineprogress and change course inecessary.
Very soon ater the event or lateror a retrospective judgment on theoutreach objectives achieved andobjectives let unulilled.
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Clearly deine what you wishto evaluate: activity programme,public attendance igures,awareness and understandinggained by the participants.
List the strengths andweaknesses, their causes andconsequences.
Ask the opinions and adviceo the participants, your team,or o someone rom outside theorganization, to enrich the inputor the evaluation.
How?
The report gives ideas for a follow-up!
implementa
Personal notes
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This guide was produced in 2007 by the Institut de Recherchepour le Dveloppement (IRD) in partnership with the associatioPlante Sciences as part of the programme FSP 2003-25Promotion de la Culture scientifique et technique of the French
Ministry of Foreign and European Affairs.
Information: www.latitudesciences.ird.frContact:pcst@ird.fr
Conception: Marie-Eve Migueres, Marie-Lise SabriSecteur de la culture scientifique DIC IRD
Consultants: Valrie Collin, Jean-Christophe Doublier, NadiaErrard, Erwan Galle, Jean-Marie Guro, AnneLejeune et Herv Prvost association PlanteSciences; Maurice Fay et Raphale Nisin IRD.
Graphic design: Caribara CommunicationIllustrations : Marie-Pier Muller & Quentin Drouvin after
original graphics by Marion Dubois
Translation : Nicholas Flay
8/7/2019 Ird Handbook Science Educators
60/60
T h e F r e n c h p r o g r a m m e P r o m o t i o n d e l a c u l t u r e s c i e n t i f i q u e e t t e c h n i q u
w w w . l a t i t u d e s c i e n c e s . i r d . f r