royal institution public engagement why and how

Public engagement with science: why and how?

Dr Gail Cardew Director of Science and Education

the Royal Institution

Credit: Royal Institution

The Ri’s mission was defined by Royal Charter in 1800


200 years ago: “The two chief purposes of the Royal Institution, being the speedy

and general diffusion of the knowledge of all new and useful improvements in whatever quarter of the world they may originate;

and teaching the application of scientific discoveries to the improvement of arts and manufactures in this country, and to the

increase of domestic comfort and convenience.”

And: “To point out the causes which impede this [scientific] progress, and

to invite the public to join in effectually removing them, is the purpose of the present address.”

Today:

All the Ri activities centre around the core aim of encouraging people to think further and more deeply

about the wonders and applications of science

“Science is more important today than it ever has been. And an understanding of science is crucial for any citizen in this country and

beyond because we have to take decisions which are based on an understanding of science throughout our lives – whether it’s about

medicine or whether it’s about political economy, or about power. So, an understanding of science, an appreciation of science, is more

important than it ever was. And it starts very young, or should do.

This Institution has a marvellous record of bringing science and an understanding of science to children. And today it can do it with technological devices and ingenuity which gives it a bigger reach

than ever before. So this Institution couldn’t be more important and this is one of the great moments in its history.”

Sir David Attenborough

Credit: Tim Mitchell

Credit: Paul Wilkinson

Viewing figures and mention of Singapore/Japan


Partners: BBC Windfall Films Wellcome Trust BBSRC Cell Therapy Catapult Gallomanor Communications Oxford University Royal Society of Chemistry Dow Chemicals Cambridge University The Bureau of Visual Affairs The Refinery Archive Studio 12foot6 British Council Yomuri Shimbun Singapore Science Centre & A*STAR

“Being young when I first viewed them set me on my way to working in

science. It’s the best science programme by miles and has helped

kids turn to science. Thanks Ri for leading me to one of the best jobs

possible.”

“In 1997 my son, then aged 7, was fascinated by the lectures on maths given that year by Ian Stewart. He is now 20 years old, and in his second

year at Cambridge University – studying maths!”

“They meant a lot when growing up. They mean a lot now. I am 30 and considering a career in teaching

science and to watch these lectures as an adult just inspires me more to

want to teach science to young people.”

Insert image


Generic Learning Outcomes

Developed by the Museums, Libraries and Archives Council to measure:

• Knowledge and understanding

• Skills

• Attitudes and values

• Enjoyment, inspiration and creativity

• Activity, behaviour, progression

I work in the field 4%

I am studying subjects related

15%

I am scientist in a different discipline

13%

I have a general interest 63%

No answer 5%

Which of the following statements is most applicable to you?

work reasons 2%

to find out more 59%

attracted by particular speaker

14%

personally affected 7%

sociable night out 13%

other 4%

No answer 1%

Why did you come to this event?

Strongly agree 62%

Agree 29%

Neither 5%

Disagree 1%

Strongly disagree 1%

No answer 2%

I learnt something new

Strongly agree 42%

Agree 41%

Neither 13%

Disagree 1%


No answer 3%

I want to find out more about the subject

Strongly agree 26%

Agree 47%

Neither 20%

Disagree 3%

Strongly Disagree 1%

No answer 3%

I feel more confident about discussing this subject with others

Strongly agree 68%

Agree 26%

Neither 2%

Disagree 1%


No answer 2%

I enjoyed this event

Scientists’ perspectives

• 70% agreed that they learned something new; only 4% disagreed

• 92% said they enjoyed it • Reasons for speaking include:

“I think it is an important duty to communicate my science with the public” “Science is so stimulating it should be for everyone” “I love talking to people about science and what better place to do it than at the Ri”

In 2009 launched the L’Oreal Young Scientist Centre

at the Ri

Credit: Karen Hatch

0.00 5.00 10.00 15.00 20.00 25.00 30.00 35.00 40.00 45.00 50.00

Percentage

How has the experience affected your attitude towards science?

In a very negative way

In a negative way

It hasn't changed

In a positive way

In a very positive way

62%

32%

5%

1%

How did the workshop today make you feel ...

More interested in studying science

The same, I already wanted to study science

The same, I did not want to study science

Less interested in studying science

“It has made me more interested in science. I didn’t like chemistry at

first. Now I am eager to learn more.”

Emily 11

Data taken from school year 2012 / 2013

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

Strongly Agree Agree Not Sure Disagree Strongly Disagree

Perc

enta

ge o

f R

esp

on

ses

Do you think your students learnt any scientific knowledge due to the event?

Credit: Karen Hatch

Partners: L’Oréal Engineering Development Trust Transport Research Laboratory NESTA Technology Will Save Us Association for Science and Discovery Centre University of Central Lancashire University of Leeds Diffusion Communications British Interactive Group

Maths and engineering masterclasses: 143 series at 116 locations

Partners:

Dormers Wells School Haberdashers' Aske's Hatcham College Greenwich University Gresham College Bentley Wood High School Imperial College Imperial College Queen Mary University Queen Mary University St Saviour's and Saint Olave's School Wilson's School Kingston University Imperial College University of Aberdeen/Robert Gordons University Kendrick School Wycombe High School Bletchley Park University of Cambridge, Trinity Hall University of Cambridge, Trinity Hall University of Cambridge, Girton College University of Cambridge, Girton College Truro College University of Cumbria, Learning Gateway University of Exeter University of Plymouth University of Edinburgh/Heriot Watt University/Napier University University of Glamorgan University of Glamorgan University of Gloucestershire University of Hertfordshire Civic Centre Uxbridge Jersey College for Girls Notting Hill Preparatory School University of Kent University of Kent Bromley High School Edge Hill University Snibston Discovery Centre University of Leicester/National Space Centre Various in Lincolnshire Crompton House School Museum of Science and Industry University of Liverpool/John Moores University/Liverpool Hope University Notre Dame High School Bangor University, School of Computer Science University of Oxford, Queen's College University of Oxford, Queen's College Keele University Stafford University University of Stirling University of Glasgow St Louis Middle School Eastpoint Academy University of Surrey Swansea University/Swansea Metropolitan University Teesside University University of Warwick, Mathematics Institute University of Warwick, Mathematics Institute University of Bath University of the West of England University of Leeds University of Bradford, Clothworkers’ Foundation, Mercers’ Company, Dulverton Trust, Google, Stavros Niarchos Foundation, Ernst & Young, Rowlands Trust, ERA Foundation, Kirby Laing Foundation, Reece Foundation, Golden Bottle Trust AG Manley Trust, DS Smith plc, Causeway Foundation, University of Hertfordshire, Institute of Maths and its Applications, Instittue of Mechanical Engineers, Transport Research Laboratory + 1000s of teachers , mathematicians and engineers

Key Ri Channel stats:

• Over 30 million views

• 19 million minutes watched

• Over 325 videos

• Dwell time on website is over 7 minutes

• Highest audience in the USA (34%)

• 24,000 views in Singapore

• 14,500 views in Malaysia

• 12,000 views in Thailand

Ri Channel partners:

• Universities (e.g. Cambridge, Sheffield Hallam)

• Education (e.g. TES)

• Media (e.g. Guardian, Daily Telegraph)

• Scientists (young scientists to Nobel Laureates)

• Funders (corporate, trusts, foundations etc.)

• International • USA – ASAP Science

• Canada – Veritasium

• Australia – Queensland University of Technology

• Looking to expand

Are they watching or learning?

Learning:

“This video is particularly interesting to me, I am not studying medicine, but, its [sic] fun to think about I suppose!”

“Certainly gave me a different look into placebos and made them much more understandable. Now the only question I still have is why homeopathy still sometimes reaches better results than placebos.”

“I've learned more from this video, than I did all this week at school”

Are they watching or learning?

Questions & further thinking:

“One question: this only applies for pain, fever, nausea etc. But doesn't the placebo effect exist for a actual illness as well? Like a patient with huntingtons or coronary heart disease?”

“Does knowing [about] the placebo effect make it not work?”

“If say the placebo were taken away after the pain was reduced if it was removed would the pain resurface or would the pain just be gone?”

via the Ri blog

Sharing our experiences online via the Ri blog


Summary:

• Ri is mainly focused on one aspect of public engagement, i.e. to encourage people to think further about science

• We think about how we can measure this appropriately for different ages and formats, and we currently use the GLO system

• Work in partnership to increase reach, share experiences, utilise other people’s expertise

• Share many of our own experiences with others online