National Institute of Science Communication and Information

January 5, 2018 | Author: Anonymous | Category: Arts & Humanities, Communications
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National Institute of Science Communication and Information Resources, CSIR, India 25 years of Science Communication In India Lessons From Kumbh Mela Studies

Gauhar Raza & Surjit Singh

the beginnings… In India the first efforts to communicate modern scientific ideas originating in the west were made during the latter half of the nineteenth century. A number of science books were translated from English into Indian languages

the pioneers … • Small groups in the form of ‘science societies’ mushroomed in various parts of the country • Such groups held regular discussions on mathematics and science subjects but their sphere of activities was confined to the upper ‘class’ and ‘caste’ intellectuals • they did not make any serious efforts to transform themselves into a large scale ‘science movement’

mass movements… • Organised freedom movement, in India started taking shape in the last decade of 19th century • The freedom movement was the most potent source and the carrier of modern ideas. • The phrase ‘scientific temper’ was coined by a politician. It was Pt Jawahar Lal Nehru, the first Prime Minister of India

the realm of ideas… Freedom movement while constructing Indian identity popularized a few specific notions. Most of these ideas did not originate in Indian culture – – – – – – –

World peace and nonviolence Equality of human beings Gender equality Freedom of speech Education for all Jobs for all Science and technology for nation building

pioneer scientists.. • JC Bose, CV Raman, SN Bose, SS Bhatnagar, H Bhabha, Birbal Sahani----- argued that when we get independence we will require large scientific and technical manpower and infrastructure

shaping of modern India …. • Their personal close relations with political leadership helped the cause of science and science popularization • After India achieved independence the ruling classes of the emerging capitalist society were convinced that a wider acceptance of modern scientific ideas is necessary for building an industrialized country

discourses on S&T ….. • Phrases such as ‘scientific temper’ ‘broad scientific outlook’, ‘scientific belief system’ and ‘scientific method’ echoed repeatedly in various forums of debate including political speeches

institution building… • Education, agriculture extension centres and health system expanded • CSIR, IARI, DRDO, Atomic Energy Commission were built • Popular Science Books, Text books, journals (specialised as well as popular), print and electronic media was geared up to propagate science. Many Museums and Planetariums were built

science communication ... • But India is a large country with complex problems. It is a multicultural, multi-lingual society and is a stratified nation. The ruling classes did not have any reason to educate every citizen • Official and private media catered to both the emerging scientific consciousness and the existing reactionary retrograde thought structures

science communication ... • It is in this context that a few members of the Communist Party of India and some social reformers who were ‘left of the centre’ realised the importance of communicating science to the people in their own mother tongue

communicating for class consciousness... • They recognised that communicating science to the masses could serve two important objectives. One that, it could enhance the class consciousness of the people and two that it would help the 'left', to reach newer sections of society, specially the younger generations

cultural modes for communication... • Through experience the leadership of the movement had understood that some scientific ideas propagate faster through the cultural medium • Therefore Street plays and songs became an integral part of Peoples’ Science Movement

deconstructing PSM ... • By 1983 some among the leadership of PSM started asking simple questions – What science should be communicated and why? – Why some of the scientific ideas propagate faster than others? – Why some of the ideas can be communicated easily through songs, drama and films? – Is people’s structure of thinking a clean slate on which any thing can be written by scientists or communicators of science?

question of progress.. • These questions were not articulated as clearly as I have put them in the previous slide, but these issues did bother us in some form or the other

the ‘deficit model’.... • The second half of the 1980s was the period when Jon Miller and many other colleagues were trying to probe the level of scientific literacy, in the western countries • By mid 1990s Miller et al. developed categories of Scientific Literacy (civic, cultural, etc.) • This lead to categorisation of citizens in Scientifically literate and Scientifically illiterate • And finally the trajectory crystallised into what is known as ‘Deficit Model’

development of indigenous models... • In India, I was asking a different set of questions. • In order to measure PAUS, can we use the same questionnaire that have been developed in the west? • Who should we focus on, those who give scientifically correct answers or those who give wrong answers? • Instead of categorising respondents can we develop categories of responses? • Given the same demographic parameters of respondents why do some questions elicit higher percentages of correct response while others don’t. What are the causes of percentage variation across various questions?

Can we use the same questionnaire? • Answer to the first question was No • Indicators developed in one cultural setting may not be of use in other socio-cultural milieu

Who should we focus on? • The second question also led to a clear answer: surely, one can probe why certain sections of society achieve a higher level of absorption of scientific ideas but one must deeply investigate those who have not given correct answers • This would help us to devise strategies to communicate science to those section who have given scientifically wrong answers

Can we develop categories of responses? • The third question led to four categories of responses • Scientifically Correct • Scientific but Incorrect • Extra Scientific • Don’t Know

Why certain questions elicit larger percentage of correct answers? • The fourth question led us to an understanding that there are a few parameters, besides demographic factors (such as age, gender, education, exposure to media, etc), which determine the intensity of propagation of scientific ideas

parametrics of cultural distance... • Intrinsic factors – Complexity: involved in explaining a phenomenon – Control : Collective or individual – Intensity :of intervention in quotidian life of a citizens – Lifecycle: of a phenomenon

Cultural Model of Analysis…

Demographic determinants

Scientific Knowledge System

Cultural distance

Intrinsic factors

People’s Cultural cognitive Structure

relative cultural distance model.. • The next natural question was: Can we determine this cultural distance empirically • In response to this question a method to measure ‘Relative Cultural Distance’ was developed

relative cultural distance model.. The ‘Relative Cultural Distance’ can be defined as the distance travelled by a scientific idea, information or law on time scale to become an integral part of worldview of a common citizen

In 1989 we the research team goes to Kumbh Mela, held at Allahabad, to administer a survey and collects data for the first time

Idi= index of democratisation of an idea Xi= cultural distance of a phenomena from quotidian life of people

Average Cultural Distance has reduced over the years… Table 2: Statistical properties and cultural distance Estimate

Years 2001 (CG1) 2007(CG2) 2013 (CG3)

Χc1 shape

-1.0

-2.0

-1.4

Χc2 rotation

8.5

7.1

5.8

Χc3 revolution

9.1

9.1

9.7

Χc4 galaxy

12.0

11.5

10.2

Χc5 evolution

18.8

18.0

19.0

Χc mean

9.48

8.74

8.66

Cronbach’s alpha

0.721

0.749

0.788

Standard deviation

5.47

5.15

5.30

Skewness

-1.094

0.755

0.603

Kurtosis

2.188

2.10

2.178

Standard error (Mean) Standard error (Skewness)

0.094 0.042

0.084 0.040

0.142 0.035

Standard error (Kurtosis)

0.084

0.080

0.071

Rotation of earth

Cultural distance of various Scientific concepts from province of Kerala

Shape of earth

-0.5

Fourth Quadrant Cultural distance

3.0

Province 1 Kerala

Revolution of earth

6.2

Formation of galaxy 6.6 7.4

First Quadrant Cultural distance

Evolution of mankind

Cultural distance of various provinces from Rotundity of Earth

Rajasthan Uttar Pradesh -0.9 Andhra Pradesh -0.5 Kerala -0.5 -2.0

Bihar

0.0

Haryana

2.4

0.5

Maharashtra

2.8 Shape of earth

1.8

Assam

1.2

Delhi

West Bengal

Fourth Quadrant Cultural distance

First Quadrant Cultural distance

Comparative Shift in Cultural Distance ΔΧci = ∑Χcit2 ─ ∑Χcit1 Where,

• ΔΧci: denotes the shift in cultural distance • t2: is the latest point of observation on time scale • t1: is the earliest point of observation on time scale

Table 3: Magnitude and polarity of shift in cultural distance Concepts

Shift (2001-07)

Shift

Shift

(2007-13) (2001-13)

ΔΧc mean

0.74

0.08

0.82

ΔΧc1 shape of the earth

-1.0

+0.6

-0.4

ΔΧc2 rotation of earth

-1.4

-1.3

-2.7

ΔΧc3 revolution of earth

0.0

+0.6

-0.6

ΔΧc4 concept of galaxy

-0.5

-1.3

-1.8

ΔΧc5 theory of evolution

-0.8

+1.0

-0.2

Efficacy of Channels of Information Vrs Cultural Distance Efficacy (Δ = access to channels - no access)

50

40

30

High Efficacy Low Efficacy

20

Window of opportunity

10

0 Q1

Q2

Q3

Q4 Q5

Q6

Q7

Cultural Distance of Natural Phenomena

Q8

Newspaper Television

Radio

The Most Important Lesson From Kumbh Mela Studies

To Create A National Centre Which will conduct research on all aspects of Scientific temper and Public Understanding of Science

National Council For Science Technology Communication, DST, And National Institute of Science Communication and Information Resources, have taken a decision to launch this centre

Objectives  Carry out surveys, create and maintain data bases 

Carry out international, national and regional comparative studies



Define and monitor scientific temper / rationality in everyday life



Construct of indicators of ‘scientific culture’

Structure of the Centre Electronic media Monitoring Cell

Interpersonal media/ NGOs Monitoring Cell

Print media Monitoring Cell

National media monitoring and intervention laboratory

Developed countries

Cross Country PAUS research

Developing countries

Indicators Monitoring Cell

NCST In-charge

Indicators, statistical and database laboratory

Statistical Tools Development Cell

Science Education Monitoring Cell

Macro level Studies

Central Audio Video Facilities

National PAUS Research

Studies on Values, Norms and Attitudes

Database Services Cell

Regional and Micro Studies

PUS information Dissemination Cell

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