University of the West of England

MODULE SPECIFICATION

(Revised October 2005)

Code: USSJGR-20-3 Title: Controversial science and society Version: 2

Level: 3 UWE credit rating: 20 ECTS credit rating: 10

Module type: Standard

Owning Faculty: Health and Life Sciences Field: Natural and Life Sciences

Valid from: September 2008 Discontinued from:

Pre-requisites: None

Co-requisites: None

Excluded combinations: None

Learning outcomes:

    On completion of this module students should be able to:

      • analyse the opportunities and constraints of different approaches to science communication, both media based (e.g. print, broadcast) and direct audience interventions (e.g. public consultation, demonstrations) as vehicles for science communication;

      • appreciate the challenges faced by both scientists and science communicators in relation to scientific issues;

      • analyse the role of scientific uncertainty and scientific controversy in the development of a public controversy (e.g. climate change);

      • analyse the role of the media in creating scientific controversy;

      • apply risk perception research to science communication initiatives;

      • evaluate strategies for communicating controversial science to the public.

Syllabus outline:

    The aim of this module is to develop students’ understanding of the interface between science and society. The module will use a case study approach in order to achieve in-depth analysis of how the public has been involved with controversial scientific issues, both contemporary and in the (recent) past.

    This module is designed to develop students’ understanding of the interface between science and society. Students will examine areas where science has become controversial (e.g. GM crops, cloning technology, nuclear power) with a view to exploring the roles of scientists, the media, political/governmental publics and various 'lay' publics in the generation and propagation scientific controversy. Topics may change from time to time to ensure that the ones featured best illustrate how controversy arises at the science and society interface and to ensure that contemporary issues are covered. Focusing on contemporary issues will allow students to track the issue in the media and will provide students with an opportunity to explore the role the media plays in developing scientific issues.

    For each controversy covered, the curriculum might include:

      • The scientific concepts behind the issue

      • Scientific basis for the controversy

      • Development of the controversy - including political aspects as appropriate

      • Issues of risk and risk perception

      • Public Opinion

      • Locus of the debate

      • Media coverage

    Students will thus be able to use clear examples to explore the impact of the media on society and in particular as a source of informal learning about science and its role in science communication. Students will also explore other public spaces, in particular theatre and public debates, as sites for communication about controversial science issues and will evaluate the role of public consultation in developing debates about controversial scientific issues.

    The module aims to provide future scientists with practical skills relating to communicating science built through the case studies (e.g. written skills, for example press releases and posters, and oral skills, such as presentation and debate).

Teaching and learning methods:

    This module will be delivered primarily using problem-based learning, mini-lectures and practical workshops. Problem-based learning will be used to actively engage students in the theoretical concepts underpinning this unit and highlight their relationship to the practice of communicating science. Considerable emphasis will be placed on developing understanding of the contexts in which science is communicated. Workshop sessions will be designed to simulate practical communication situations, such as when a scientist is interviewed by the media. Formative assessment opportunities will help encourage students to develop the ability to critique their own and peers’ approaches to science communication.

    In class teaching and learning will be supplemented by directed and independent learning. This will include exploration of a variety of science communication methodologies.

Reading Strategy

All students will be encouraged to make full use of the print and electronic resources available to them through membership of the University. These include a range of electronic journals and a wide variety of resources available through web sites and information gateways. The University Library’s web pages provide access to subject relevant resources and services, and to the library catalogue. Many resources can be accessed remotely. Students will be presented with opportunities within the curriculum to develop their information retrieval and evaluation skills in order to identify such resources effectively.

This guidance will be available either in the module handbook, via the module information on Blackboard or through any other vehicle deemed appropriate by the module/programme leaders.

Indicative Reading List

 

Bucci, M. (2002) Science in Society: an introduction to social studies of science. Routledge: London.

Erickson, M. (2005) Science, Culture and Society. Polity Press, Cambridge.

DIY Jury Steering Group (2003) Teach yourself citizens juries, PEALS, University of Newcastle

Friedman, S., Dunwoody, D. and Rogers, C. (1999) Communicating Uncertainty: Media Coverage of New and Uncertain Science. Erlbaum.

 

HMSO (2000) Science and Society; Third Report of the Session 1999-2000. HM Stationary Office, London.

 

Nelkin (1995) Selling Science: How the press cover science and technology, Freeman: New York.

Wilsdon, J. and Willis, R. (2004) See Through Science: Why Public Engagement needs to move upstream. Demos, London.

Yearley, S. (2005) Making Sense of Science; Understanding the Social Study of Science. Sage, London.  

Journals

Journalism Studies, Routledge

New Scientist

Public Understanding of Science, Sage Publishing

Science Communication, Sage Publishing

Journal of Science Communication (online publication: jcom.sissa.it)

 

Assessment

Weighting between components A and B (standard modules only) A: 50% B: 50%

ATTEMPT 1

First Assessment Opportunity

Component A

Description of each element Element weighting

EX3 3 hour examination 1

Component B

Description of each element Element weighting

PORT Problem based learning portfolio (2000 words) 1

Second Assessment Opportunity (further attendance at taught classes is/is not required)

Component A

Description of each element Element weighting

EX3 3 hour examination 1

Component B

Description of each element Element weighting

PORT Media analysis portfolio and reflection (2000 Words) 1

SECOND (OR SUBSEQUENT) ATTEMPT: Attendance at taught classes is/is not required.

Specification confirmed by …………………………………………………Date ……………………………

(Associate Dean/Programme Director)

Academic Registry

October 2005

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