129th iCeMS Seminar: Dr. Sean Perera
Science communication, over the last two decades, has shifted its onus from public understanding to public engagement. These efforts have been paralleled in science education, which strives to promote continued student engagement with science. However, many science teachers' persistence with more traditional forms of pedagogy is a chief deterrent to this endeavour. Since many teachers' inadequate understanding about science is regarded as inhibiting their use of inquiry-based pedagogy, professional development based on constructivist principles has been identified to remedy this problem. Research with the aim of facilitating conceptual change in teachers, has found that constructivist principles of learning and teaching serve to underpin effective science communication practices. These findings propose the need for greater involvement of science communication in science education reform.
| Lecturer |  Australian National Centre for the Public Awareness of Science (CPAS) The Australian National University (ANU) |
|---|---|
| Title | Science communication and science education: A mutual past, and can there be a future together? |
| Date / Time | Wednesday, December 26, 2012 / 10:30-12:00 |
| Venue | 5th floor Large Conference Room Graduate School of Science Bldg. No.1, Kyoto University -> Directions |
| Flyer |  PDF (93KB) |
| Host | Kyoto University Institute for Integrated Cell-Material Sciences (WPI-iCeMS) Kyoto UniversityGraduate School of Science |
| Contact | iCeMS Science Communication Group kato-g@icems.kyoto-u.ac.jp |