SYMPOSIUM
Chemistry, Scientific Thought, Richard A. Hennens, Editor Eastern Oregon State College, La Grande, OR 97850
The role of scientists involved with educating the general public is increasing and will be never ending. Scientific fundamentals affect every person on a day-to-day basis, and this effect is constantly increasing. This presupposes that a better understanding of science by the general public is a necessity; however, this is not being accomplished in most cases. T o address the problem in more specific terms and to collect some of the methods of educating the public, a symposium was organized for the 40th Northwest Regional ACS meeting? The participants addressed problems of educating the public starting a t the third grade level, continuing with high school, parents, citizens' groups, and the general public. Some of the solutions presented here may well serve as a model for other parts of the country. Only the summaries of the presentations are printed here, and they are not necessarily in the order in which they were presented a t the ACS meeting.
Communicating Science to the Public V. R. TOCCI
Department of Publc Communication ACS Washington. DC 20036 T o see what my competition was for this talk, I reviewed the program in the May 13th issue of Chemical and Engineering News and found such titles as 1) Cy~lononatrtracnylidene Isotr,pic Labeling Studws. and 2) Inw~rigationofrhe 1.owesr Emitting S~atcsofRlS tBcnrenthiulato) 1.10-I'hennnthrolinP)%inr\ll)Cumplexei hy Thermal
Modulation Now I ask you, why in the world would the American public have any problem with understanding this science? Would you expect them to have trouble understanding chemistry if you spoke to them in Russian or in classical Greek? This leads us to another question-about education. Why should students sign up for science courses if they are convinced that they will not understand them or that the courses will be "too hard"? T o be accepted by a good school you need a high GPA as well as a lot of money. Why gamble on your future by taking science and math courses in high school which may reduce that GPA? Oh, there are many factors militating against the study of the sciences. Take, for example, the study of aforeign language. A firstyear French student must learn about 1200 new words. That's a lot of new words and you may need them if you visit France. But a first-year chemistry student must learn more than 2000 new words, plus the math required in problem
' Sun Valley Idaho, June 19-21. Hosted by Idaho Section.
solving. Is i t any wonder that when offered a choice, students avoid the study of chemistry? So, not having applied themselves in science, particularly in chemistry, ascience that pervades and enhances the study of other sciences, we find ourselves engulfed in something called science illiteracy. And we ask, "Why aren't people more interested in science?" Or, "Ilike science, doesn't everybody?" Or, "Why doesn't everybody like science?" Or, "I'm a chemist. nohodv loves me." Ir it aurprisina;hat the public doesn't understand science and the scient~st?Sometime.; even chemists don't understand the work of other chemists. The chemist speaks in his/ her own foreign tongue, puts on a stained white coat and goggles, goes to a smelly laboratory, and mixes together chemicals with unpronounceable names, the results of which are prefixed with words like "dangerous", "toxic", "poisonous", and "carcinogenic". Image? Sure I exaggerate. But these factors are related t o the problems of public understanding. If we are truly serious about increasing the ~ublic'sunderstandine we must address these andmany'other factors. And I ion't mean just talkine about them-I mean doing somethine about them. I'm going to make a shocking suggestion. Chemistsand all scientists ha\,e to comr out of their ~ I o s e tThev ~ . have to tell and show actively the American people that they are real, compassionate, humane, considerate, live people. They have to tell-not each other-hut people like my mother in Pittsburgh what they and their work is all ahout. And they have to tell them in language, anecdotes, and examples the public can understand. And they have to use the public's frame of reference and interests-not their own! Communicating is not achieved by talking down to someone or reacting arroeantlv or imoatientlv. w i l l , wheie do westart? I guess by first admitting that we reallv haven't done a verv good iob and vowing, individuallv. to tr; harder and to commit time and effort (and even ey) to this nohle cause. Let's begin with the premise that "the purpose of the study of chemistry is to improve life". What better axiom? What better context? Now choose a field-food, medicine, transportation, energy, space, health, or safety-and apply that basic premise. The public will understand that if they eat it, wear it, sleep on it, drive or fly it, or even turn i t on and off, i t has something to do with science, specifically chemistry. So tell them about it! If only a chemist can solve chemical problems and only a chemist can exolain chemical orohlems, what haovens when .. chemists ignore their responsihil~tyto the public or fail to ewlnin the chemistrv inour lives'! Thev leave a vacuum,and like any vacuum, someone else will fa1 it. Frequently, the void is filled with error, rumor, and emotional fantasy. Occasionally, i t is filled by special interest information. Certainly the information is not in context or balanced. Now try to
man:
Volume 63
Number 8
August 1986
895
undo the damaee. Surelv i t would have been smarter ~ ~and ~ more responsihc for chemists, a t least, t o have provided the information in the ouhlic interest. That's no euarantee that the information wifi he communicated and acEkpted without confusion. Finally, I'd like t o tell you about the plethora of opportunities which exist for you t o communicate your science. Schools at all levels are asking for help; civic groups and governmental agencies are eagerly seeking knowledgeable and articulate speakers; radio and television "talk shows" are searching out interesting topics and talented talkers. Both print and electronic media develop feature stories and interviews on news items. These are a few of the opportunities that chemists routinely ignore. And the communication works both ways. Did you ever wonder what an editor, radio news director, or television anchor thinks about science and science stories or why they don't present more science more often and more accurately? Wouldn't that make an interesting local section meeting program, not to say opening the door to future communication and understanding? I'd like to leave you with three rules: ~~~
~
1) Do somethine 2) Tell people &out it. 3) Keep it up.
Chemistry for Mommies and Daddies R. A. Hermens and K. E. McCoy
Eastern Oregon State College La Orande. OR 97850
The auestion arises "How do vou inform the ouhlic about science?" Many scientists ask chis question and try to answer it by collecting.a grouo . . of people to talk about science. When an announcement is made that information on chemistry will he presented, very few people attend except for young children, 4th, 5th, and 6th graders. They are very interested in chemical "magic" shows and most other sciences. How many of you have attended Little League baseball? How manv-of vou . attended Little Leaeue baseball if vou had no children or grandchildren Probably this last auestion has little positive resoonse. Since most oarents and grandparents feel kmpelled to attend hallgat&, then, this wot~ldbe an excellent model to follow fur science education. This iden was pursued and it worked.!' The plan was toadvertise chemical maricshows (dcsianed for young people) in several towns in eastern oregonand southeastern Washington. Certain restrictions were placed on the admission to the shows. First, the student (usually in the grade range of 6 6 ) had to pick up a free ticket for admission. This allowed the project director to note the size of the audience. On the ticket an explanation indicated that the student must he accompanied by aparent or guardian. In practice, however, this was more flexible. It was pleasing to see the students eagerly tugging a t their parents' hands while looking for the proper room number and then anxiously awaiting the start of the show. The "magic" show was specifically directed to the adults in the group. The children absorbed and enjoyed the topics in spite of the intended direction. A hands-on laboratory session followed which included measuring the pH of some household chemicals, ammonia, vinegar, cleanser, etc. As the children started on this phase of the project, some of the parents took the initiative and started performing the ex2Supporl of this project was made possible by the Education Division. ACS Washington, DC, and Eastern Oregon State College. -a Grande, OR. 696
Journal of Chemical Education
~
periments while the somewhat children watched. ~ ~ ~ ~ dejected ~ The project leaders were elated to see the oarental involvement. At the final stages of the session, each parent-child team was issued a 5-g sample of potassium alum with instructions to grow a crystal. A simple calculator was to he the prize for the largest crystal and the "best" crystal. This assignment was to he taken home and crystals were to he mailed to the oroiect leader within two weeks. - This project was successful in that i t did involve adults (mommies and daddies) in scientific explanations and chemistry experiments. Providing the opportunity for adults to participate does not solve the ~rohlem.Gettine adults to partickate is a major task. once they attend tcey will involve themselves.
The Role of the Scientist in Citizens' Organization Steve Mebalf Rockwell Hanford Operations Richland. WA 99352
Members of the scientific community and citizens' groups ("environmentalists") often find themselves in conflict, failing to realize that they are natural allies with much in common. This conflict is lamentable and unnecessary and is based on mutual misunderstandines rather than true incompatibility. These groups are often-distrustful of each other and interact defensivelv. rather than coooerativelv. nursuine . a mutually heneficial path. Scientists should olav a leadine role in huildine trust. not conflict, between themselves a i d citizens' groips. ~ h e s e roles are of three general types: scientist, educator, and citizen-activist leader. The role of the scientist centers on conducting and promoting sociallv heneficial research. The goal of theeduc&or is not to produce more scientists hui to produce citizens capable of comprehending technical aspects and argumenG on issues, f&-ming ratconal decisions, and taking sensible actions. The role of the citizen-activist leader is es~eciallvimoortant because citizen's oreanizations never have adequke resources to tackle all theissues thevface. Thev must set priorities carefullv eet maximum " to ., good from their limited rkources. Some specific actions that a scientist might take are to: (1) join a citizen's group (all groups believe their members more than they do outsiders), (2) promote corporate "good citizenship" and open communication with the public in the work place, (3) orovide eeneral.. simnle . scientific education to thipublic (most people can't read a graph), (4) provide detailed advice in fields of expertise. (5) reoresent the Dublic on issues, stressing content o h en~&iun,(6) cmperarr n,ith technical s t a h utcitirens'arouvs. and (7) act a* n translnror and mediator among the piblic; industry, and government.
Science, Schools, and You! M. Jay Haney Hanford Science Center Richland. WA 99352
A program started in the Richland schools over 10 years ago called "Inquiry into Science" takes high school seniors \vho are completing their sc~ence/mnthpnlgrams and places them in lahoraturit.~with srwral Hanford contractors u,hich includr Westinghouse Hanford Company and Hattelle Pa.
