Latest ArticlesPopular science resource sharing takes a fundamental and dynamic place in China's popular science work. Based on profound researches, this paper has analyzed the developing situation, task nodi and present issues of public popular science resource sharing. It has not only discussed and brought forward the directing thought, strategic target and work principles in future development, but has also made several suggestions pertinently to its successive task.
While the venue scale becomes bigger, and the amount of new museums is increasing faster, the establishments of science and technology museums abstract more and more attentions in China. But, for each new museum, how to define its own characteristics and play the role it should play? This article mainly investigates the importance of establishing an idea and how does the idea guide the innovation of a museum. Looking back the four stages of the development of science and technology museum and their different background characteristics of times to explore the development thread, we can find that the science and technology museums of different times always carry the characteristics of the time and the region. Along with the development of society, science and technology, the exhibiting content and form, and the educational idea keep changing. As the result, the science and technology museums of different internal ideas and external forms appear. This article takes Shanghai Science & Technology Museum for instance to interpret the characteristics of the museums belonging to the fourth stage, i.e. the modern comprehensive science and technology museums, and to analyses the differences between “Collection Mode” and “Exhibit Mode”, “Discipline-oriented” and “Theme-oriented”. At last, the article analyzes the innovations and the characteristics of domestic science and technology museums, in aim to offer some help to the museums under construction.
The institutionalization of science project evaluation is the solution of the current vicious circle problem. It must build a reasonable science project evaluation system and adopt scientific methods and processes on the premises of making clear the nature of various types of science project evaluation.
The questionnaires are the basis of theoretical exploration and practice in the whole system of science popularization. The types and structures of questionnaires are discussed, and the essential factors regarding their designing and the causes of errors there arising are analyzed by means of a large number of examples in this paper. For further discussion, the improvement of design skills of the questionnaires is put forward that tells about the procedure of “fishbone diagram-survey questions” and its main contents.
The results of one thousand questionnaires show that the activity to popularize scientific knowledge held in the Institute of Botany, the Chinese Academy of Science, won lots of success during the Science Popularization Day in 2008. The age and structure of the audiences has an obvious inclination. Most of them are women and over fifty. Visitors of higher level of cultural background have better sense to accept science popularization. Audiences were satisfied with the main activity of the Science Popularization Day. It meets the visitors' need for both entertainment and learning. Different audiences have different requirements of the content and style. And intensity of propaganda should be extended to vulnerable groups. High-tech and scientific popularization in daily life are hot spots. Participation, interaction, exhibition and pleasure combined together are innovation of scientific popularization.
As one of the top items in global comparative education assessments, the OECD Program for International Student Assessment (PISA) proposes that students' attitude toward science is the important influencing factor of the science literacy for students of 15 years old. This is the first time to assess students' attitude in PISA. PISA 2006 science assessment evaluated students' attitudes in three areas: interest in science, support for scientific enquiry and responsibility towards resources and environments. PISA 2006 gathers data about such student attitudes both by posing questions in the student questionnaire and in contextualised written test items.
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