Renato Schibeci

Recent research in science communication has assumed a shift from the ‘public understanding of science’ to ‘public engagement with science’, or from ‘deficit’ to ‘democracy’ (Irwin 2006). Evidence of this shift is found, for example, in the European Union-commissioned report that had amongst its mandates (Felt et al, 2007, p.9): ‘How to further the stated EU commitment to improve the involvement of diverse elements of democratic civil society in European science and governance’. Given that many scientists work in science (more broadly, in science, mathematics, engineering and mathematics, STEM) research centres, it is appropriate to investigate how ‘engagement’ issues are understood in such centres. Neresini and Bucchi (2010) analysed 40 European research centres in terms of their ‘engagement activities’. Their analysis led them to conclude that “it is a culture of public engagement that still seems to be lacking among most research institutions in Europe” (p. 14). Is this the case beyond Europe? The research question this paper examines is: How do Australian STEM centres regard public engagement?

This presentation showcases three recent Murdoch University research projects, which have emphasized the importance of professional partnerships in ICT and education. The ASP Trial has highlighted the importance of effective support in helping teachers in their journey to becoming critical users of ICT. Since 2001, over 40 early childhood teachers in WA have participated in the IBM Kidsmart Project; donations of an IBM computer and a suite of software have facilitated teachers and children in the exploration of integrating computer technology into their program. The Learning Federation pilot stressed the need for effective professional development of teachers; continuous professional partnerships would be a powerful way to achieve this.

As part of a CUTSD grant, we developed a video package to encourage primary teacher education students to think carefully about the many dimensions of teaching and learning in school classrooms, such as questioning, sequencing activities and making judgements about children's understandings. Our evaluation of the first cohort of students to use the material was based on the range of responses to classroom situations, with levels ranging from superficial to deeper reflective thinking. With such varying levels of interaction possible with the material, we have had some success in our objective, but we found we need to provide more support to develop students' skills in higher level thinking about teaching and learning processes. Considering ways to encourage higher level thinking in students led to modifications in the way the video was used for students in 1999.

This paper reports an initiative funded by the Education Department to support primary school teachers to become more confident and effective in teaching science content. This initiative raises important issues related to (a) professional development (PD) of teachers and to (b) research in adult science learning. In relation to professional development, what are we asking of primary teachers when they teach science? Traditionally, science educators have focussed, in a variety of PD settings, on how content can be made 'teachable'. However, we also need,to ask how can we develop primary teachers' pedagogical content knowledge if their content knowledge is limited? How can we expect primary teachers to make valid judgements about student learning in the conceptual strands ofthe Student Outcome Statements if these same teachers have limited understanding of related content? In relation to research, this initiative has raised an awareness of under-researched questions, including: What motivates adults to learn science concepts? What are major obstacles to their learning of science concepts?

Much of the popular - and academic - discourse about public attitudes to health and the need for more effective health communication have assumed what Wynne (1991) .has called : a 'cognitive deficit' communication model. In which it is assumed that lay people lack knowledge and awareness. An alternative 'social constructivist' approach to ordinary people's knowledge of health gives much greater emphasis to the often well developed, but Informal experiences which people bring to public Issues. This paper reports a pilot Investigation In which we explore the use of computer-based methodologies to document the ways adults transform experts' knowledge.

One of the chief goals of science curriculum development projects has . been to stimulate student interest in science. This is one aspect of affective science teaching. A number of dimensions in affective science teaching can be distinguished: 1. attitudes to science (involving like vs dislike of science or scientists); 2. attitudes in science (often called “scientific attitudes”); 3. attitudes to the “attitudes in science”. What is the role of each of these dimensions? What emphasis should these dimensions receive in a science curriculum? What guidance does the literature provide in these areas? The paper will examine these issues and the possible usefulness of a taxonomy for the affective domain of science education.