Science Communication and Public Engagement: Track 1
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The adaptation of H.G. Wells’ novel ‘The War of The Worlds’ in 1938 showed the power of radio to capture listeners’ imagination through science-fiction - and in doing so demonstrated how mass media could be used to communicate science to different audiences. For decades, print and broadcast media have used different genres to portray the sciences, and the popularity of TV programmes like the BBC’s Blue Planet and the longevity of Horizon illustrates a current demand for science broadcasting. But with the digital revolution and the emergence of social networking will professional science broadcasting still retain significance in the future? Is there a role in this new digital world for printed journals and other forms of ‘traditional’ media? Dr Richard Holliman leads discussions exploring the history of science broadcasting and looks at whether emerging forms of user-generated content provide new opportunities for scientists to engage with members of the public.
This material has been taken from The Open University course SH804 Communicating science in the information age.
Dr Richard Holliman interviews Dr Victoria Pearson on how she communicates science as a scientist, researcher, teacher and public engagement practitioner.
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Communicating science
A round table discussion with Liz Whitelegg, Bob Lambourne and Jon Turney, discussing the role of science fiction and science-in-fiction
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Science in fiction
Dr. Richard Holliman talks with Allan Jones about his research on the history of science broadcasting at the BBC, primarily reflecting on the early days of public service broadcasting on radio.
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A history of science broadcasting by the BBC
How has the Royal Institution’s remit developed since its inception over 200 years ago to address scientific, technological, societal and cultural change?
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The role of the Royal Institution
What influence did Michael Faraday have in transforming the Royal Institution, both as the scientific director, and as a presenter of scientific information?
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Faraday’s Royal Institution
How was the role and purpose of the Royal Institution extended in the early years of the 21st Century following a £24 million refurbishment?
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Re-developing the Royal Institution
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Originally published: Monday, 19 April 2010
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Body text - Content : Copyright The Open University 2010
Liberty, fraternity, revolution, knowledge, recognition, studies, sports, life, rights, general training, willpower, war, soap operas, cinema, foods science, radiocarbon, nuclear energy, sports science, agroscience, business and markets, genetics, physiology, soccer, libraries, literature, industry, environment, space, pharma, writing, philosophy, economics, death, justice, law, living, poverty, engineering, modern medicine, biotechnology, design, archaeology, astronomy, political science, constitutions, soldiers, defense, security, cyber, computing, technology, energy, music, parliaments, the justice system, governments, the universal, happiness, struggle, scientific observation, and extreme poverty. The UK, London, Royal stand out; interpersonal and inter-scientific relationships—along with the most plausible forms of expression and the dynamics of money and democracy within capitalism and common law—represent crucial areas of critical knowledge and cutting-edge critical thought. This applies to the UK and other democratic states regarding communication, public engagement, and a commitment to truth expressed through language that is coherent, scientific, feasible, and understandable. There is a keen interest in scientific thought and experimentation—ranging from modern laboratory work and investment to space-based laboratories. This is highly interesting and aligns with my own fundamental, concrete, and naturalistic understanding—spanning open science and the vision of a more conscious society. This is far removed from socialist or colonial rhetoric—mere illusions—and focuses instead on understanding the factors and trajectories of the past, present, and future within actual realities. This analysis involves adopting a scientific mindset—specifically, the superior perspective of an expert grounded in established theories. It requires countless hours of study, reflection, and the examination of evidence. It traces the journey from the Renaissance—with its movements and patrons—to the pursuit of functional utility. I am eager to explore this further. My perspective is grounded in the history of communication and scientific development, as well as the explanation of observable existence and its attributes. It is a path that traverses the Northern Hemisphere—including Asia, Japan, the Balkans, modern Ukraine, and Oceania—as well as other notable regions across the globe. I have been reflecting on the scientific mindset since 2005, following my university studies. While science is not always viewed as belonging to everyone, for me, it represents a multidisciplinary concept. Specifically from 2005 onwards, I began to focus on the nature of scientific thinking. I was an active athlete and an independent, unconventional scholar from a young age. I also recognize the importance of constant maturity in understanding the flow of knowledge and learning—staying updated on fundamentals, ranging from the micro/molecular and atomic levels to dynamics, cellular biology, and even economic narratives. It requires specific knowledge and a mindset that is constantly evolving. Experimentation and access to resources—such as the Royal Institution, universities, scientific companies, and various supporters—are crucial. Broadcasting, journalism, and publications also play a vital role in this effort; the goal is not merely to reach an audience, but to foster knowledge, empowerment, science, and truth. It is essential to distinguish between assumptions, hypotheses, and theories, while upholding the value of information and freedom of expression. I believe everyone should have a niche—or several—for serious, high-quality communication, alongside participation in science clubs, institutions, and a democracy of values. Understanding the fundamentals of physical energy and the available tools is paramount to the evolution of intelligence from a young age, preparing individuals for the competitive nature of the scientific method within society. How Where, When, Why?
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