Is communication most effective within a generation, but influence
from role models still best from outside a generation?
Engaging kids today requires some knowledge of what stimulates them.
The strongest role models may still come from outside a generation,
and I don't think we should apologise for pushing powerful role
models because they don't wear the right trainers.
>My research area is cultural evolution so I thought might be fun to get a bit
>theoretical.
>
>Humans are unique in the "inherit" knowledge and skills from previous
>generations so it must be the case that for most of human evolutionary
>history, younger people did learn from their elders and saw "experts" as role
>models. The phenomenon of young people only seeing their peers as role models
>must be a recent - perhaps a change which begins with modernization.
>
>Any thoughts?
>
>Lesley Newson
>
>>===== Original Message From "psci-com: on the public understanding of
>science" <[log in to unmask]> =====
>>There is a great deal of wisdom in the report Scott quotes. I do think
>>effectiveness is about the quality of the interaction and the
>>sensitivity of the person visiting the school. People of all ages have
>>things to contribute... maybe different things... and it is very wrong
>>to promulgate ageist stereotypes. This is our own experience.
>>
>>Crucially important is the openness of the visiting scientist to the
>>situation he/she is entering and equally, and very importantly, to skill
>>of the teacher/school to make the fullest use of the opportunity that is
>>presented.
>>
>>Our own survey a couple of years ago indicated that schools really do
>>appreciate forming some kind of continuing interaction with the
>>scientist in preference to a person who visits to give a one-off talk.
>>
>>It is all about relationships.
>>
>>Eric Albone
>>Clifton Scientific Trust
>>
>>-----Original Message-----
>>From: psci-com: on the public understanding of science
>>[mailto:[log in to unmask]] On Behalf Of Keir, Scott
>>Sent: 07 March 2005 13:00
>>To: [log in to unmask]
>>Subject: [PSCI-COM] Role Models (was Inspirational quotes)
>>
>>Mike Kenward asked:
>>"Am I right in suggesting role models that young people can relate to?"
>>
>>The Royal Society, working with NESTA and the Department for Education
>>and Skills, has produced a Good Practice Guide to support, inform and
>>enable excellence for all those delivering role models schemes.
>>
>>In preparing the Guide, extensive research and interviews were conducted
>>with organisers, teachers, scientists, engineers and young people
>>involved in role models schemes. Some list members may recall my posting
>>asking for scientists and engineers to complete an online questionnaire
>>associated with this - thanks to those who did.
>>
>>The Guide has now been published, and the research associated with the
>>Guide is published on our website:
>>http://www.royalsoc.ac.uk/page.asp?tip=1&id=2897
>>The 'Young people's views' section of the research may be of interest.
>>This was drawn from qualitative investigation with 157 young people, so
>>is indicative not authoritative. It showed that age is really a
>>by-product of things that young people really value: the fact that role
>>models are 'not part of the system' and have broader experience;
>>enthusiasm; communication skills; are friendly, open and informal.
>>
>>The research also shows that the experience of the role models'
>>interaction with their audience is improved when the role models
>>appreciate and understand the audience better and prepare appropriately
>>- using appropriate and relevant imagery that reflects the gender and
>>ethnic mix of the audience, for example.
>>
>>From these results, there is no reason to think that younger scientists
>>are any better than older ones at any of these, but younger scientists
>>may feel more comfortable to be themselves than older ones and may have
> >an understanding of their audience that requires less preparation - ie
>>the reason younger role models might work best may be because of the
>>role models, not because they are young.
>>
>>(In writing this email, I remember the kids in one school I went into
>>with a maths project warmed to me because I was wearing expensive
>>trainers and not a "Dad's tie". I didn't say anything that much
>>different from what a teacher would, but I was much more informal and
>>didn't try (and fail) to be "hip" by making "cool" comments about pop
>>groups.)
>>
>>In light of this research, the Guide brings together a host of
>>invaluable case studies, good practice tips, checklists, advice and
>>signposts to further information and contacts. In particular, this Guide
>>offers encouragement and guidance for people wanting to use role model
>>schemes to better reach groups of young people least well-represented in
>>science and engineering such as girls, or boys and girls from ethnic
>>minority backgrounds.
>>
>>Scheme organisers will find guidance on charting their way through the
>>setting-up process, recruiting role models and working with schools and
>>business partners. Scientists and engineers will find useful checklists
>>to help them feel prepared and confident in becoming role models.
>>Teachers will find some helpful tips on supporting activities using role
>>models in the classroom. All will find further information on issues
>>such as Criminal Records Bureau checks, health and safety, funding and a
>>list of schemes and their websites.
>>
>>The Guide is available on the Royal Society's website at
>>http://www.royalsoc.ac.uk/rolemodels
>>If you would like to request a hard copy of the Guide, or have any
>>questions or comments, please email your name and address to
>>[log in to unmask]
>>
>>This is not the only resource on this area, and I'm sure we'd welcome
>>news of others - eg I'm aware that the WISE Campaign
>>(http://www.wisecampaign.org.uk) will shortly be publishing "SET for a
>>great future: How to inspire girls - and boys - about SET careers in the
>>engineering and construction industries", a guide to good practice for
>>all those involved in developing careers information materials for young
>>people aged 11-16.
>>
>>Best wishes
>>
>>Scott
>>
>>PS Don't forget that the Society can provide funding for any school
>>interested in working with scientists and engineers through its
>>Partnership Grants scheme - see http://www.royalsoc.ac.uk/partnership
>>
>>
>>Scott Keir
>>Science in Society Officer
>>
>>tel +44 (0)20 7451 2513
>>fax +44 (0)20 7930 2170
>>web http://www.royalsoc.ac.uk
>>
>>The Royal Society
>>6-9 Carlton House Terrace
>>London SW1Y 5AG
>>
>>Registered Charity No 207043
>>The Royal Society - excellence in science
>>
>>
>>
>>
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>
>Lesley Newson
>School of Psychology
>University of Exeter
>Washington Singer Laboratories
>Perry Road
>Exeter, UK EX4 4QG
>
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