Science Communication in Denmark (original) (raw)

The paper is intended to provide Japanese science education researchers with knowledge about science communication in the Nordic countries (in particular Denmark). The focus in the paper is on (i) exarnples of new and innovative modes of seienee communication in Denmark and (ii) educational programs for science cornmunicators. Furthermore, emphasis is on the pedagogical ideas behind the initiatives, rather than on thorough descriptions of structure$, curricula and evaluations of the projects, Kev Words i Science communication, informal science learning I. INTRODUCTION Europe is facing significant challenges regarding young people"s attLtudes towards science and technology. Lately the European Commission has published a highly concerned report focusing on the need for a higher production of human resources for science and technology in Europe (The High Level Group on Increasing Humans Resources for Science ai)d Technology in Europe, 2004), In 2001, the number of researchers per 1000 of the workfQrce was 5.7 in the EU-15 countriesL, while the corresponding numbers for Japan and the United States were 9, 14 and 8. 08. The OECD Giobal Science Forum has iocus on the same issues and will in the autumn of 2005 end a lengthy policy study with a policy-focused conference named "Declining Student Enrolment in Science & 7lechnotogy : is It Real? waat Are TVie Causes .7 What Cbn Be Done7 "'. These projects mainly reflect a major concern for the lack of ability to recruit sufficient young people for graduate studies in the fields of science and technology. But there is also a widespread concern that young people refrain from participatingor even caring about r demoeratic debates of soeio-scientific lssues ofmajor potential impact on the individual and the society (Kolsto. 2000, 2001), In a large range of economically developed countries there is thus a widespread concern that society is currently not able to make neither a career within the fields of science and technology nor fundamental questions relating science, society and human life sufficiently attractive or relevant, in order for young people to become personally engaged. The formalized educational systems probably bear part of the responsibility for young peoples' attitudes towards science and technology, but young people are certainly heavily infiuenced by a range of other factors : media, generat trends within youth cultures, their country's economic development

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