different media for communicating science to different groups
TRANSCRIPT
DIFFERENT MEDIA FOR DIFFERENT MEDIA FOR COMMUNICATING COMMUNICATING
SCIENCE TO DIFFERENT SCIENCE TO DIFFERENT GROUPSGROUPS
Derek FishDerek FishUnizul Science CentreUnizul Science Centre
South AfricaSouth Africa
AFRICAN AFRICAN ISSUESISSUES
GLOBAL WARMINGGLOBAL WARMINGGENETICALLY MOD. FOODSGENETICALLY MOD. FOODSTECHNOLOGY ADDICTIONSTECHNOLOGY ADDICTIONS
ENERGY CRISISENERGY CRISIS CLONINGCLONING
MAD COWMAD COW
DAY TO DAY
SURVIVAL
South Africa has South Africa has RACERACE problems problems
•ROADSROADS•AIDSAIDS•CRIMECRIME•EDUCATIONEDUCATION
RACE
AIDSAIDS: The Problem: The Problem
AIDSAIDS: Attitudes: Attitudes
AIDSAIDS: Attitudes: Attitudes
AIDSAIDS: Response: Aids Exhibits: Response: Aids Exhibits
AIDSAIDS: Response: Aids Maze: Response: Aids Maze
CRIMECRIME: The Problem: The Problem
CRIMECRIME: Attitudes: Attitudes
CRIMECRIME: Attitudes: Attitudes
CRIMECRIME: Response: Careers: Response: Careers
CRIMECRIME: Response: Prison Visit: Response: Prison Visit
EDUCATIONEDUCATION: The Problem: The Problem
0
50
100
150
200
250
300
350
400
450
Learners 35 32 70 84 203 96 265 233 419
A B C D E F G GG H
HG PASS30%
SG PASS25%
FAIL45%
MATRIC (FINAL YEAR) SCIENCE RESULTS (HG) EMPANGENI REGION
EDUCATION: The ProblemEDUCATION: The Problem
Hendrik Verwoerd: S.A. Prime MinisterHendrik Verwoerd: S.A. Prime Minister"When I have control over Native education I will reform it so that the Natives will be taught from childhood to realise that equality with Europeans is not for them ... What is the use of teaching the Bantu mathematics when he cannot use it in practice?"
Rondebosch Boys’ High SchoolRondebosch Boys’ High School
Most South African SchoolsMost South African Schools
TIMSS 1995326
411
574
607
0 100 200 300 400 500 600 700
SOUTH AFRICA
COLOMBIA
KOREA
SINGAPORE
TIMSS 1999243
323
568
569
0 100 200 300 400 500 600 700
SOUTH AFRICA
MOROCCO
SINGAPORE
TAIPEI
TIMSS 1995 - 1999
TIMSS 2003
244
255
365
571
578
0 100 200 300 400 500 600 700
SOUTH AFRICA
GHANA
BOTSWANA
TAIPEI
SINGAPORE
RanRankk
CountryCountry GDP (PPP) GDP (PPP) $M$M
—— WorldWorld 64,903,31464,903,314—— European UnionEuropean Union 14,712,36914,712,36911 United StatesUnited States 13,843,82513,843,82522 ChinaChina 6,991,0366,991,03611
33 JapanJapan 4,289,8094,289,80944 IndiaIndia 2,988,8672,988,86755 GermanyGermany 2,809,6932,809,69366 United KingdomUnited Kingdom 2,137,4212,137,42177 RussiaRussia 2,087,8152,087,81588 FranceFrance 2,046,8992,046,89999 BrazilBrazil 1,845,6421,845,6421010 ItalyItaly 1,786,4291,786,4291111 SpainSpain 1,351,6081,351,6081212 MexicoMexico 1,346,0091,346,0091313 CanadaCanada 1,265,8381,265,8381414 South KoreaSouth Korea 1,200,8791,200,8791515 TurkeyTurkey 887,964887,964
RanRankk
CountryCountry GDP GDP (PPP) $M(PPP) $M
1616 IndonesiaIndonesia 837,791837,7911717 AustraliaAustralia 760,812760,8121818 IranIran 752,967752,9671919 Rep China Rep China
(Taiwan)(Taiwan)695,388695,388
2020 NetherlandsNetherlands 639,512639,5122121 PolandPoland 620,868620,8682222 Saudi ArabiaSaudi Arabia 564,561564,5612323 ArgentinaArgentina 523,739523,7392424 ThailandThailand 519,362519,3622525 South AfricaSouth Africa 467,089467,0892626 PakistanPakistan 459,958459,9582727 EgyptEgypt 403,961403,9619494 GhanaGhana 31,33131,331104104 BotswanaBotswana 25,67625,676
GROSS DOMESTIC PRODUCTGROSS DOMESTIC PRODUCT
TIMSS 1999 - 2003
TIMSS 1999 - 2003
?
PIRLS 2006
REA
DIN
G SK
ILLS
302
323
564
565
0 100 200 300 400 500 600 700
SOUTH AFRICA
MOROCCO
HONG KONG
RUSSIAN F
“I am a product of Bantu education and when I look back, it really seems
much better than what education appears to be today.”
Wendy Luhabe: Chancellor: University of Johannesburg
“I agree with her!”Mamphela Ramphele: Vice Chancellor: UCT
EDUCATIONEDUCATION: Government Response: Government Response
“We went for a Rolls Royce model to deal with that
[Apartheid education] – but the Malawians are driving a Volkswagen and they are
driving past us.”Mamphela Ramphele: Vice Chancellor: UCT
“[We have adopted] a curriculum of education totally unsuited for our
environment. Why? Because we didn’t have the self-
confidence to acknowledge where we are.”
Mamphela Ramphele: Vice Chancellor: UCT
71
63
53
3
0
10
20
30
40
50
60
70
80
JAPAN CANADA BRITAIN SOUTHAFRICA
SCIEN
TISTS AN
D
TECH
NO
LOG
ISTS PER
1000 PEOPLE
If you think education is expensive, try ignorance!
Losses caused by ESKOM: R 50 billion!
More than half of the South African population is in the grip of extreme hunger and poverty and in places entire rural communities go without food for days, according to a report tabled by the President and founder of African Monitor, Archbishop Njongonkulu Ndungane. The report comes on the 10th anniversary of the National Poverty Hearings in Cape Town today.
Poverty in South Africa has deepened over the past 10 years, with more than half of the population grappling chronic food shortages. Hardest hit are rural communities in the Free State, Northern Cape, the Eastern Cape, KwaZulu-Natal and Limpopo bearing the biggest brunt. October 22, 2008, 18:00
““Tabula Rasa”Tabula Rasa”
Carl Friedrich Carl Friedrich GaussGauss
(1785 - age 8)(1785 - age 8)
1 + 2 + 3 + 4 + ………...97 + 98 + 99 + 100
100 +99 + 98 + 97+ ……….+ 4 + 3 + 2 + 1
101+101+101+101+ ……...+101+101+101 +101
100 x 101 = 10100 = twice the sum
The sum= 100 / 2 x 101 = 5050
= ½ (Number of terms) [First + Last]
= ½ n [ a + l ]
Punishment : Add the numbers from 1 to 100 !
10 km
LED = Light Emitting Diode: LED = Light Emitting Diode: 15%15% FET = Field Effect Transistor: FET = Field Effect Transistor: 2%2% LASER = Light Amplification by LASER = Light Amplification by
Stimulated Emission of Radiation: Stimulated Emission of Radiation: 0%0%
Difference between fission and Difference between fission and fusion reactions:fusion reactions: 42% 42%
Teacher knowledge: Teacher knowledge: Terms in new curriculumTerms in new curriculum
De Broglie Wavelength: De Broglie Wavelength: 36 %36 % Red Shift: Red Shift: 12 %12 % Logic Gate: Logic Gate: 17 %17 % Doppler Effect:Doppler Effect: 19 % 19 % Electron Microscope:Electron Microscope: 43 % 43 % Photon:Photon: 67 % 67 %
Teacher understanding: Teacher understanding: Terms in new curriculum (2)Terms in new curriculum (2)
EDUCATIONEDUCATION: Response: Response
CONCEPTUAL (cognitive)
VISUAL (perceptive)
MOTIVATION(affective)
FACTORS AFFECTING LEARNING
METHODS:•Observation•“Stories”•Drawing•Questionnaire•Test
INTERACTIVITY
INDIVIDUAL PAIRS SMALL GROUPS LARGE GROUPS . . EXHIBITS WORKSHOPS
SHOWS TALKS
MODE OF EXPERIENCE
GROUP VISITING
URBAN TOWNSHIP RURAL
Wealthy, urban, mainly whiteWealthy, urban, mainly white ConfidentConfident CockyCocky NaughtyNaughty QuestioningQuestioning High expectationsHigh expectations Broad general knowledgeBroad general knowledge English speakingEnglish speaking Technologically literateTechnologically literate Excited by interactivesExcited by interactives Favour individual learningFavour individual learning Most have computers at homeMost have computers at home
Poor, rural, mainly blackPoor, rural, mainly black Lacking confidenceLacking confidence ReservedReserved Well behavedWell behaved AcceptingAccepting Low expectationsLow expectations Poor general knowledgePoor general knowledge isiZulu speakingisiZulu speaking No access to technologyNo access to technology (Initially) Afraid of interactives(Initially) Afraid of interactives Favour group learningFavour group learning None have used a computer before . . . Ever!None have used a computer before . . . Ever!
In between: Township Schools
Wealthy, urban, mainly whiteWealthy, urban, mainly white
ConfidentConfidentCockyCocky
NaughtyNaughtyQuestioningQuestioning
High expectationsHigh expectationsBroad general Broad general
knowledgeknowledgeEnglish speakingEnglish speaking
Technologically literateTechnologically literateExcited by interactivesExcited by interactives
Favour individual Favour individual learninglearning
Have computers at Have computers at homehome
Lacking confidenceLacking confidenceReservedReservedWell behavedWell behavedAcceptingAcceptingLow expectationsLow expectationsPoor general knowledgePoor general knowledgeisiZulu speakingisiZulu speakingNo access to technologyNo access to technology(Initially) Afraid of (Initially) Afraid of
interactivesinteractivesFavour group learningFavour group learningNever used a computerNever used a computer
Poor, rural, mainly blackPoor, rural, mainly black
URBANURBAN
ConfidentConfidentCockyCocky
NaughtyNaughtyQuestioningQuestioning
High expectationsHigh expectationsBroad general Broad general
knowledgeknowledgeEnglish speakingEnglish speaking
Technologically literateTechnologically literateExcited by interactivesExcited by interactives
Favour individual Favour individual learninglearning
Have computers at Have computers at homehome
Lacking confidenceLacking confidenceReservedReservedWell behavedWell behavedAcceptingAcceptingLow expectationsLow expectationsPoor general knowledgePoor general knowledgeisiZulu speakingisiZulu speakingNo access to technologyNo access to technology(Initially) Afraid of (Initially) Afraid of
interactivesinteractivesFavour group learningFavour group learningNever used a computerNever used a computer
RURALRURAL
CONCEPTUAL (cognitive)
VISUAL (perceptive)
MOTIVATION(affective)
FACTORS AFFECTING LEARNING
METHODS:
•Observation
•“Stories”
•Drawing
•Questionnaire
•Test
INTERACTIVITY
INDIVIDUAL PAIRS SMALL GROUPS LARGE GROUPS . . EXHIBITS WORKSHOPS
SHOWS TALKS
MODE OF EXPERIENCE
GROUP VISITING
URBAN
TOWNSHIP
RURAL
CONCEPTUAL (cognitive)
VISUAL (perceptive)
MOTIVATION(affective)
FACTORS AFFECTING LEARNING
METHODS:
•Observation
•“Stories”
•Drawing
•Questionnaire
•Test
INTERACTIVITY
INDIVIDUAL PAIRS SMALL GROUPS LARGE GROUPS . . EXHIBITS WORKSHOPS
SHOWS TALKS
MODE OF EXPERIENCE
GROUP VISITING
URBAN
TOWNSHIP
RURAL
