Laura Bowater has recently been awarded a Public and Community Engagement Award from CUE (Community University Engagement) East, the Beacon of Excellence in the Eastern region.

Kay Yeoman's work has been recognized by a nomination for the Royal Society Kohn Award in 2008 and also a Public and Community Engagement Award from CUE East the Beacon of Excellence in the Eastern Region.

About the Contributors, xi

Foreword, xix

Prologue, xxi

Acknowledgements, xxiii

1 A Guide to Science Communication, 1

1.1 Introduction, 1

1.2 The Influence of Science Societies, Charities

and Organisations, 2

1.3 Modern Societies and Organisations, 7

1.4 Science Communication as a Discipline, 7

1.5 Phases of Science Communication, 9

1.6 Recent Initiatives, 18

1.7 A Way Forward, 19

References, 19

2 Scientists Communicating with the Public, 23

2.1 Introduction, 23

2.2 What does ‘Science and Society’ mean for Scientists?

The Changing Environment, 23

2.3 Are Academics Involved in Public Engagement?, 34

2.4 What is the Current Level of Science Communication

by Scientists?, 39

2.5 Concluding Remarks, 43

References, 44

Useful Websites, 45

3 Encouraging Scientists to Communicate with the Public, 46

3.1 Introduction, 46

3.2 Science Communication: the Barriers, 48

3.3 Removing Barriers and Providing Incentives, 52

3.4 Seeking Advice and Support, 63

3.5 Embedding PE in Your Job, 67

3.6 Personal Benefits and Benefits to the Wider Society, 70

References, 72

4 Communication, Learning and Writing, 74

4.1 Communication Theories, 74

4.2 Learning and Learning Theory, 75

4.3 Learning Theory Frameworks, 77

4.4 Constructivism and How it Applies to Science

Communication Events, 77

4.5 Learning Styles, 78

4.6 Model of Family Centred Learning, 83

4.7 Successful Scientific Writing for the Public, 85

4.8 Concluding Remarks, 91

Recommended Additional Reading for Writing

for the Public, 91

References, 91

5 Monitoring and Evaluating your Event or Activity, 93

5.1 Introduction, 93

5.2 Key Stages in Undertaking an Engagement

Project, 94

5.3 Monitoring and Evaluating, 97

5.4 Undertaking Evaluation, 100

5.5 Interviews, 107

5.6 Focus Groups, 108

5.7 Observational Research, 109

5.8 Deciding Which Evaluation Tools to Use for

Your Project, 109

5.9 Analysing the Results, 113

5.10 Reporting the Results, 117

5.11 Assessing Impact, 118

5.12 Ethical Issues Associated with Evaluation

Projects, 119

Other Useful Resources and References, 119

6 Getting Started with Public Science Communication, 121

6.1 Introduction, 121

6.2 Understanding Your Audience, 123

6.3 Taking Your First Steps, 136

6.4 Planning Your Own Event or Activity, 136

6.5 How to Design Hooks for Your Event or Activity, 143

6.6 Designing a Science Communication Activity, 145

6.7 Consider Your Resources – Consumables, Equipment,

Expertise and People (CEEP), 148

6.8 How to Get Your Project Funded, 149

6.9 Top Tips for Successful Marketing, 158

6.10 Health and Safety, 159

6.11 Concluding Remarks, 164

References, 164

7 Direct Public Communication, 166

7.1 Introduction, 166

7.2 Direct Communication Delivering Information, 166

7.3 Information through Conversation, 182

7.4 A Focus on Policymakers, 209

7.5 Concluding Remarks, 225

References, 225

8 Indirect Public Communication, 227

8.1 Introduction, 227

8.2 A Focus on Science and Television, 227

8.3 A Focus on Radio and Science, 232

8.4 A Focus on Newspapers, 235

8.5 A Focus on Science and Writing, 238

8.6 A Focus on Science Advocacy, 244

8.7 A Focus on Citizen Science, 245

8.8 Public Involvement in Health Research, 259

8.9 A Focus on Web 2.0 Tools and Services, 261

8.10 Concluding Remarks, 274

References, 274

9 Getting Started with Science Communication

in Schools, 277

9.1 Introduction, 277

9.2 School Science Education and Scientific

Literacy, 278

9.3 A Skills Shortage in Science, 280

9.4 Attitudes and Knowledge of Young People

about Science, 280

9.5 The Importance of Extra-curricular Science

to Achievement, 284

9.6 Getting Started with Science Communication

in Schools, 285

9.7 Think about your Resources, Consumables

and Equipment, 302

9.8 School Years and Qualifications, 302

9.9 Concluding Remarks, 305

References, 305

Useful Websites, 306

10 Demonstrating Interactions between Scientists

and Schools, 307

10.1 Introduction, 307

10.2 Enhancing the Curriculum within the

School Environment, 308

10.3 Developing Cross-Curricular Activities for

10.4 Enhancing the Curriculum with Activities with a School

Audience but Outside the School Environment, 333

10.5 Influencing Curriculum Change, 337

10.6 Embedding Scientists into Schools, 338

10.7 Training Teachers, 343

10.8 Concluding Remarks, 344

References, 344

Epilogue, 347

Abbreviations and Acronyms, 349

Index, 351

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