http://www.cnr.it/ontology/cnr/individuo/prodotto/ID138037

Il ruolo del professionista dell'informazione nel progetto Percezione e consapevolezza della scienza (Contributo in volume (capitolo o saggio))

Type

Prodotto della ricerca (Classe)
Contributo in volume (capitolo o saggio) (Classe)

Label

Il ruolo del professionista dell'informazione nel progetto Percezione e consapevolezza della scienza (Contributo in volume (capitolo o saggio)) (literal)

Anno

2006-01-01T00:00:00+01:00 (literal)

Alternative label

Libutti Luciana, Valente Adriana (2006)
Il ruolo del professionista dell'informazione nel progetto Percezione e consapevolezza della scienza
Biblink, Roma (Italia) in La scienza dagli esperti ai giovani e ritorno, 2006
(literal)

Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#autori

Libutti Luciana, Valente Adriana (literal)

Pagina inizio

165 (literal)

Pagina fine

174 (literal)

Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#citta

Roma (literal)

Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#titoloVolume

La scienza dagli esperti ai giovani e ritorno (literal)

Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#note

Cap. 3: Contributi al progetto, p. 165-174. Versione bilingue Italiano/Inglese (literal)

Note

PuMa (literal)
Google Scholar (literal)

Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#affiliazioni

Libutti Luciana, Valente Adriana: IRPPS-CNR (literal)

Titolo

Il ruolo del professionista dell'informazione nel progetto Percezione e consapevolezza della scienza (literal)

Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#inCollana

: La scienza dagli esperti ai giovani e ritorno : ogm, elettrosmog, spazio : esperienze di partecipazione al dibattito scientifico nelle scuole italiane (literal)

Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#isbn

88-88071-60-1 (literal)

Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#curatoriVolume

A. Valente (literal)

Abstract

The project was addressed to upper high school and university students and aimed to clarify understanding of the interaction between science and society both by means of information and communication technologies (ICTs) and by means of public debates with scientists. The project was also interested to trial innovative methods of science communication and, in particular, the role that the information professional can play. The role of the information professional is an aspect whose importance is overlooked in papers dealing with the public communication of science. This paper describes the role of the information professional in supplying a methodology for a correct search of documentation for the subsequent public debate with scientists. Each project initiative was divided into four sequential phases, as follows: Preparation by CNR of structured documentation on the subject (preferably, though not necessarily, in electronic format) to be supplied to the classes with the aim of delineating the contours of an appropriate methodology for the compilation of documents; Classroom debates with teacher guidance; Meetings between students and scientists engaged in public debate; Preparation of a final report by the classes. To give expression to the richness and texture of the scientific debate and reflect the themes and issues it raises, this project to convey knowledge necessitated the preparation of documents, in the manner indicated above, for distribution among the participating schools and universities. The preparation of the scientific documentation was a particularly vital phase of the project, because it was the means by which the students designated to play an active part in the ensuing public debate were supplied with the necessary knowledge. The documentation, which was also explicated and supplemented by their teachers, constituted the first point of contact between the school and the scientific theme in question. The information professional is described as a pivotal figure in the communication of science to students in that he/she assumes a dual function of instruction and education. In his/her role as a teacher the information professional guides students through all the necessary steps until they develop their own critical capacities and form their own opinion in the debate. Guiding principle in teaching the students the correct methodology is that information should possess the following requisites: reliability, international relevance, pluralism, multiplicity of sources and must be organised and structured in as homogenous and simple a manner as possible. The different obstacles encountered by the actors involved in the project (students and teachers) are also outlined. It has been noticed that the actors involved in the project encountered different obstacles: young students had to face new learning resources and needed to be encouraged to ask questions and supported in engaging in planned debates; the challenge for teachers was that they were wholly unfamiliar with this new teaching strategies, so we have found different levels of interest and attitudes. Some of them already experienced extra curricular science activities and played an important role in the project both contributing in students' engagement and interacting with the project organisers. Other teachers with more limited experience required a major support and commitment. Nevertheless, we have found a very collaborative attitude in facing different teaching and learning activities. (literal)

Editore