The document discusses various aspects of science communication including its definition, objectives, strategies, and guidelines for effective science writing. Some key points: 1) Science communication aims to communicate scientific knowledge to the public to promote scientific temper. It involves using appropriate skills and media to create awareness, interest, and understanding of science. 2) The objectives of science communication include informing, educating, and enlightening the public on scientific issues. Effective strategies employ targeted messaging through various media channels. 3) Good science writing uses simple, clear language and short sentences to explain concepts lucidly for a non-expert audience. Technical jargon should be avoided. Proper grammar, spelling and sentence structure are also important.

1. SCIENCE
COMMUNICATION
Dr. Anamika Ray
Asstt. Professor in Mass Communication
Gauhati University,
Guwahati, India

2. Introduction
"[What is needed] is the scientific approach, the adventurous and yet
critical temper of science, the search for truth and new knowledge, the
refusal to accept anything without testing and trial, the capacity to
change previous conclusions in the face of new evidence, the reliance
on observed fact and not on pre-conceived theory, the hard discipline of
the mind—all this is necessary, not merely for the application of science
but for life itself and the solution of its many problems." —Jawaharlal
Nehru (1946) The Discovery of India, p. 512
Source: http://en.wikipedia.org/wiki/Scientific_temper

3. Concept
Scientific temper is a way of life - an individual and social process of
thinking and acting - which uses a scientific method, which may include
questioning, observing physical reality, testing, hypothesizing, analysing,
and communicating (not necessarily in that order). Scientific temper
describes an attitude which involves the application of logic. Discussion,
argument and analysis are vital parts of scientific temper. Elements of
fairness, equality and democracy are built into it. Jawaharlal Nehru was the
first to use the phrase in 1946.
Source: http://en.wikipedia.org/wiki/Scientific_temper

4. The word science originates from scientia (a Latin word). It denotes
“especial& systematic knowledge". It only allows the predictable
and reliable outcome emphasizing skill, proper method and
technique (Source: www.kosmix.com ) based on observation and
experiments.
Source: www.scientificamerican.com

5. Classification of Science
 Basic science: It depicts civic scientific knowledge and focuses on the
study of the natural world.
 Applied Science/ Engineering Science: This is purely technical in nature.
Scientific application and many engineering related matter get focused.
 Social sciences: This focuses on the society behaviour. It is a methodical
lessons of human behaviour and social dynamics.

6. Sense and Science……….
India has launched seventy seven Indian satellites (as of 28 March 2015).
First step was taken in 1975. The very recent satellite is IRNSS-1D
experimented on 28 March 2015. It is the fourth satellite in the Indian
Regional Navigation Satellite System (IRNSS).
Source: http://en.wikipedia.org/wiki/List_of_Indian_satellites

7.  It is a big irony we are not still been able to get out of the
clutches of believing in the powers of the stones on fingers
and blindly to support all kinds of superstition.
 We usually stop the car whenever a cat crosses the road.
 The society mirrors the fact that these blind faiths cannot
bring growth and development in society in terms of
politics, economic, culture. The civilization is obeying the
slavery.

8. Defining
Science Communication
 Science communication is to communicate and to acquaint the common masses
with scientific knowledge aiming to inculcate scientific temper among the
common level.
 Basically the two words Science and Communication depicts together
communicating science from known to unkown.
T. W. Burns, D. J. O'Connor, S. M. Stocklmayer define the term science
communication in ‘Science Communication: A Contemporary Definition’ in the
journal ‘Public Understanding of Science’, Science communication (SciCom) is
defined as the use of appropriate skills, media, activities, and dialogue to produce
one or more of the following personal responses to science (the AEIOU vowel
analogy): Awareness, Enjoyment, Interest, Opinion-forming, and Understanding.
 Use of various media aiming to talk about science from scientist to non-scientists.
Source: research.nla.gov.au

9.  Science communication generally refers to media aiming to talk about
science with non-scientists but those who make it are not necessarily
scientists. They can have different backgrounds. Scientists
communicating to one another, for example through scholarly journal
articles is a form of science communication, but the term is usually
applied to more ‘public-facing’ work. It includes science exhibitions,
science journalism, science policy and science media production etc.
 It is sometimes done by professional scientists, but has evolved into a
professional field in its own right. Science communication needs the
heartfelt effort of Science Communicators to drag a change in the society.
 A relationship should be built up between common public and science,
which indeed is very important for all total society development.
Source: http://en.wikipedia.org/wiki/Science_communication

10. Need of Science Communication
 Science communicators work in many areas, in diverse media and with
diverse precedence, but all will need to light up science in the context of a
changing and challenging world.
 Except confident in comprehension of science subjects, the students want
to go for either arts or commerce. Most of the common men want to
escape from the science. They claim science is not that much easy to
understand. But this is cannot be denied that science is very much
necessary for common masses.
 From the above reference, should we think that the science background
people don not feel any problem from Science. No, not at all. Doctors
admit very spontaneously that they know nothing about engineering.
Even the person from chemist background may not know computer
science or botany.
 So if science background having people do not know each other subject,
then we must think about the situation of a lay person.

11.  Here we need science communication and here the strong effort of science
communication is felt. Sometime the detail description of scientific method
cannot be possible but it is possible to give brief input from the scientific
work in favour of value of scientific knowledge.
 Even within science there are expert and layman. The same goes for the
rest of society. Considering the condition of general people, we can say that
everyone can only be an expert in a few fields and those people feel
themselves as laymen in other fields. (Gregory, Jane, and Steve Miller.
"The Public Understanding of Science", Handbook of Science
Communication, 1998. )

12.  Scientific temperament and thinking run the society smoothly. It helps to
develop. Scientific approach needs rational thinking.
 Science is our culture. All kind of curiosity can be sorted out only based
on scientific approach.
 We are by nature very curious. Curiosity needs satisfactory answer. It
then only possible when it is based on scientific approach. Otherwise it
may turn into superstition. Curiosity gives birth scientific inventions and
discoveries. On the other hand science helps to take decision in our life.

13.  Science does not mean laboratory activities. Practical and civic science
fulfils the goal of a society to develop in real manner. And for everything
the common people need to know about science and the utilization of
science in a correct manner according their need.
 Science communication especially science journalism sometimes cannot
achieve its aimed goal due to various reasons, such as lack of in depth
study, lack of proper technical support and lack of sustained financial
backup by the media house.
 Very important to note that lack of proper training in science
communication field and dearth of the proper knowledge in handling
science journalism is now very obvious matter for Indian Media houses
especially in regional media. Trained manpower is the biggest hindrance in
science communication .

14.  On the other hand most of them think that to become science
communicator, science background is necessary. So they so indifference
to become a science communicator. It is wrong conception. Up-to
matriculation, the level of science can help us to fulfil our aspiration to be
the same.
 Common people feel it very hard to understand. The presentation style
and presentation of science content indeed is seen incomprehensible at
common platform.

15. In contrast, journalists complete their duties by putting the information only by not
taking care of common understanding level. On the contrary the scientists always
want to remain aloof from the society. They do not want to communicate because
they afraid for plagiarism and their invention may be misused or misinterpreted by
the journalists. So they concentrate on the scientific journal to express their views
and fact/date on their invention/research work. It is very obvious that those
journals do not reach the periphery of common masses. To get rid of fear from
every side- from common people, from scientists from untrained journalists- we
need proper science communicators. Fear of science will be wiped out. Then only
science and media will seat together.

16. Objectives of
Science Communication
After independence the Government of India adopted the first ever
Scientific Policy Resolution on 4th March 1958
 To popularize science at common platform
 To inculcate the scientific temper among common masses.
When science gets effective communication approach then only it achieves
its goal. The value of science and its existence at that time worth.

17. Objectives of
Communication
 To inform
 To educate
 To enlighten the path from unknown to known
 To create a debate
 To start conversation
 To prepare common public to accept the change
 To involve the general public
 To encourage participatory communication for common goal
 To provide critical investigation and analysis.
 To bridge up the gap among the scientist, non scientist and public

18. 5 Vowels
in Science Communication
Attentiveness
Eagerness
Interest
Opinion-forming
Understanding.
AEIOU, the 5 vowels should be used by the appropriate skills, media,
activities, and dialogue in science communication.

19. Existence of
Science Communication
Exhibition
Live programming
Via information technology
 Lectures
Hands on activities
Field based projects
Trainings
Public consultations/debates
Science Cartoons
Posters
Leaflets/booklets/books
CD-ROMs
Cultural programmes
Audio-programmes
Internet
Telephone
Via various mass media

20. Science Communicators
need to know-
 Use of language as effective tool
 The coordination among language, values and knowledge
 Style of discussion/ conversation with the target audience;
 metaphorical situations (purpose, audience, occasion, and genre);
 modes of effective communication (logical, ethical, and emotional
appeals);
 techniques of debate as well as the way of present himself/herself.
 Required communication skill.

21. Science Communicator
communicates with……..
 With media regional/national/international level.
 With Government (Central/State)
 With industry
 With common masses
 With the world
"To develop scientific temper" is one of the fundamental duties of Indian
citizens, according to the Constitution of India
Source: http://en.wikipedia.org/wiki/Scientific_temper

22. Strategy of
Science Communication
1. Identification of a problem
2. Situation analysis in the same context
3. Actors and knowledge attitude Practice
4. Key factor analysis
5. Fixing an effective communication approach
6. The participation of strategic groups
7. Selection of worthy medium/ media according to need

23. 8. Knowledge about marketing mix
9. Effective design of message to disseminate
10. Ultimate Media production
11. Media performance and field implementation
12. X. Documentation and process Monitoring
13. Evaluation/ Assessment on work done.
14. Redesign the programme/ affair to get ultimate success.

24. Strategy must follow…
SMART Approach
 Specific: Specific content should be disseminated.
 Measurable: The content or the out come of the content should be
measurable in terms of quantity, quality, frequency, costs, deadlines, etc.
 Achievable: The content should show achievable goal in terms of
opportunity and resources.
 Relevant: There is no place for irrelevant content and context.
 Time Oriented: All message based on science content should focus the
periphery in terms of time.

25. Strategic
Communication should be…….
A strategy provides answers to ‘what?’, ‘why?’ and ‘who?’, but a plan
concentrates more on ‘when?’ and ‘how?.
1. Out come oriented
2. Based on Science only
3. Target audience oriented
4. Participatory Communication Approach
5. Advantage and assistance oriented
6. Better to link with multimedia
7. Use of sound technology
8. Patronizing society development
9. Need practical sustainability
10. Cost effectiveness

26. 7As in
Science Communication
 Audience: Need to identify target audience and their characteristics.
 Action: Science communication should not only be effective but also
action based.
 Availability: Enough availability of information on required theme.
 Accessibility: Common people should get the reach of the science
based content in terms of media access and in terms of comprehensive
level.

27.  Affordability: The selection of media for science communication should
maintain the level of common affordability in the society.
 Acceptability: As the society is not free from age old tradition, believe
and custom. The way of presentation of science content should
encourage any conflict rather than it should be convincing.
 Assistance: Community participation encourages the success of science
communication.

28. Science Writing should follow…6‘P’s
 Planning (selection of theme)
 Preparation (Background research)
 Pretesting (Write, rewrite and edit)
 Perfect media use (selection of effective media to reach required target
audience)
 Production (Final write up for print/to broadcast)
 Process of evaluation (assess the impact of the writing and accept the
appreciation as well as criticism for farther development)

29. Structure of a
Science News Story
Headline
By line/ Credit line
Lead or Intro
Dateline
Body
Conclusion

30. The Inverted
Pyramid style
Most Significant
Intro/Lead
Critical information
5W1H
Who, What, Why, Where,
When & How
Less Significant
Body
According to the significance
the additional facts are
revealed
Least
Significant
Conclusion/Tai
l
Conclusion
Supplementary more
fact to support the
Body part

31. Cont.
It is preferable to follow the Inverted Pyramid style to write a science content like news story.
Basically for hard news stories, it is more used, though sometimes in case of soft or feature
stories this style is followed according to the need of creativity.
There are three parts-Introduction/lead, Body and Tail/ Conclusion.
The most important point is covered in the first part i.e intro by following 5W1H.
The second part is Body where all the due explanation will be written on the particular
topic/theme.
The last part is conclusion where the opinion of writer and less important information are carried
out.
The presentation of news depends upon either time in case of audio/audio visual media or space
in case of print media/internet. So this method of writing helps to edit the story easily. From the
last part with unimportant point can be cut down according to the space /time.

32. Language for
Science Writing
1. Lucid and simple language is preferable most.
2. Small paragraph with Short sentences is most effective.
3. One idea or one theme should be focused in one story
otherwise the readers will be confused.
4. Complex words, scientific jargon, technical incomprehensible
word, metaphors, unnecessary adjectives should be avoided.
5. To make the sentences shorter and direct, active voice should
be used.
6. It is always better to spell the numeric number. For example
instead of writing 9, we can write nine.

33. 7. Age, address, job description like important should be used very carefully.
8. While reproducing speech directly, place it within double quotes unlike in the
headline where it is placed in single quotes.
9. Sometimes we can write full sentences in direct speech or also write just
significant words or phrases in direct speech.
10. The time element in a news story is very important. News stories about
events that have already taken place are written in the past tense.
11. Present tense is often used in order to emphasize timeliness.
12. For news stories that speak about events that will take place in the future are
expressed by the use of the auxiliary verb will – will come, will speak, will
arrive etc.
Source: http://kkhsou.in/main/masscom/news_writing.html)

34. GUIDELINES FOR SCIENTIFIC WRITING
1. Structure Planning, Knowledge on Readers and Selection of Words are
three basic key concepts of Scientific Writing.
2. Use of brief but interesting and relevant words are necessary.
3. Rejection of repetition and acceptance of economically sound expression
justify the scientific writing.
4. It needs clear thinking and clarity in information dissemination.
5. Use of simple word is considered as an art where there is no place for
pretentious or showy presentation.
6. Short and tight sentences satisfy the common comprehensive level more.

35. 10. Correct grammar, correct spelling and proper sentence construction decrease the
problem more. Tense should be according to media.
11. Fashion must not overlap or hamper the aim of creation due to uncertain
existence.
12. Use of own words in correct manner with understandable explanation enhance
the quality of scientific writing.
13. Use of good dictionary widens the scope of enriched word stock.
14. Avoidance of technical jargon is very significant step with compatible
description as substitute.
15. Ambiguity creates confusion in readers mind.
16. The paragraph should follow a smooth flow.
Source: http://kkhsou.in/main/masscom/composition.html

36. 17. Subjectivity hardly gets preference.
18. Always fact matters, no matter what the intuition or emotion supports.
19. Especially in case of audio/ audio visual media words should be picked
up from daily life interaction to make majority people easily understand.
20. Most of the time if possible less use of dependent clauses and clumsy
inversion should be encouraged.
21. Audio media supports descriptive style because of its several limitations.
22. Speech rhythms should be maintained.
23. Programme content should carry element of ‘nowness’.
24. In radio one idea per sentence is the thumb rule.
25. Instead of figures in decimal/ point round off figures for convenience is
preferable.

37. Various Formats of Science Programme
in audio/audio visual media
A. News: Common information dissemination in the common news format, where news
reader reads the information with straight forward manner without any art or
creativity.
B. Newsreel: It is a news presentation approach embracing all aspects.
For example, yesterday a train accident has happened. For today it is a hard news.
With the main information, the experience of victim, description of eyewitness
opinion from ruling political leaders can be included along with natural sound effect,
live commentaries. The real time as well as real situation talk and discussion give the
information more authenticity with more trust. The daily newsreel of 15 or more
minutes duration is a popular form of news broadcasting

38. C. Common report: Common report means an event gets detail coverage according to its importance. For
example, a radio station can broadcast a report on the Indian Science Congress, Indian Science
Communication Congress, National Children Science Congress.
D. Science Documentary: Documentary provides science content with pictures or interviews along with
people involvement in real events to provide a factual report (According to Oxford Online Dictionary).
Example: ‘A Virus Called Fear’ a documentary directed and written by Ben Fama Jr.
E. Science Features: Science feature is actually a newspaper or magazine based article or a broadcast
programme devoted to the treatment of science content, typically at length ((According to Oxford
Online Dictionary). Example: nature and environment series 'Earth Matters’.
F. Science Magazine: Audio or audio visual programmes with interview-style informational audio/AV
content. The category may be- talk, interview, on-the-spot report, eye-witness accounts of scientific
events, or commentaries etc. The Science Magazines intend for special audiences.

39. G. Science drama : A specific mode of fiction represented in performance
with science content. It means to do or to act, which explores or express
the emotion. (http://en.wikipedia.org/wiki/Drama). Example: ‘Opekhar
Ontot’ broadcast by AIR, Guwahati. The there was Earthquake.
H. Interview: An interview is a process of interaction where a person asks
questions to a person or a group of persons. In this context, the content
must be on science to elicit facts or statements from the interviewee.
I. Feedback/ Vox Pop/ Phone-in: An interview in which an average
person is asked for his or her opinion on science matter of general
interest. Sometimes face to face sometimes it is done by over phone.
Besides these there are Science Talks, Science Discussion, current
affair programmes on science and many more.

40. Science Communication
Organisations in India

41. NCSTC
 The National Council for Science & Technology
Communication (NCSTC) is a Division in the
Department of Science and Technology,
Government of India. It endeavors to communicate
science & technology (S&T), stimulates scientific and
technological temper and coordinates & facilitates
the initiatives at various levels. It has a mandate to
create excitement and generate awareness about
advances in science and technology to enable
informed decision-making at grass root level. It takes
S&T to among various target groups and encourages
intelligent debates on topical & developmental issues,
which need S&T based information.

42. Vigyan Prasar
 Vigyan Prasar(VP) is an autonomous
organisation under Department of Science and
Technology. Objectives of VP are to take up
large-scale science popularization
tasks/activities, to promote and propagate
scientific and rational outlook, to act as a
resource-cum-facility centre for S&T
communication.
 VP was established in 1989.

43. Indian Council
of Medical Research
ICMR, New Delhi, is responsible for the formulation, management,
coordination and endorsement of biomedical research. It is one of the
oldest and largest medical research bodies (under Ministry of Health
and Family Welfare) in the world. (latestgovtjobs.net.in )
The Indian Research Fund Association (IRFA set up in 1911) was
renamed as the Indian Council of Medical Research (ICMR) in 1949.
Source: www.medbib.com

44. ICMR Research Priorities….
 Control and management of communicable diseases
 Family planning and fertility control
 Treatment and research on maternal and child health
 Control of malnutrition
 Encouraging and continuing alternative strategies for health care delivery
 containment within safety limits of environmental
 Occupational health problems
 Research on major non-communicable diseases like cancer, cardiovascular diseases,
blindness, diabetes and other metabolic and hematological disorders
 Drug related research emphasizing traditional remedies.
Source: Khare, . "Information Resources", The Modern Ayurveda Milestones Beyond the Classical Age, 2012.

45. Activities
 Extramural research is promoted by ICMR by establishing Centres for Advanced Research in
different research areas around existing expertise and infrastructure in selected departments of
Medical Colleges, Universities and other non-ICMR Research Institutes.
 The ICMR also funds task force studies which emphasize a time-bound, goal-oriented approach
with clearly defined targets, specific time frames, standardized and uniform methodologies, and
often a multicentric structure.
 Open-ended research is conducted on the basis of applications for grants-in-aid received from
scientists in non-ICMR Research Institutes, Medical colleges and Universities located in different
parts of the country.
 Collaborative research projects with other institutes such as that between Institute of Pathology,
Delhi and NCRM are also undertaken.
Source: http://en.wikipedia.org/wiki/Indian_Council_of_Medical_Research

46.  In addition to research activities, the ICMR encourages human resource development
in biomedical research through Research Fellowships, Short-Term Visiting
Fellowships, Short-Term Research Studentships, and various training programmes
and workshops conducted by ICMR institutes and headquarters.
 For retired medical scientists and teachers, the Council offers the position of Emeritus
Scientist to enable them to continue or take up research on specific biomedical topics.
 The Council also awards prizes to Indian scientists, in recognition of significant
contributions to biomedical research.
 At present, the Council offers 38 awards, of which 11 are meant exclusively for young
scientists (below 40 years).
 The Indian Journal of Medical Research is publised under the auspices of the
Council.
Source: http://en.wikipedia.org/wiki/Indian_Council_of_Medical_Research

47. Indian Space
Research Organisation
 ISRO is the primary space agency of the Indian government.
 ISRO is amongst the six largest government space agencies in the world, along
with NASA, RKA, ESA, CNSA and JAXA.
 Its primary objective is to advance space technologyand use its applications for national benefit.[2]
 Established in 1969, ISRO superseded the erstwhile Indian National Committee for Space
Research (INCOSPAR).
 Headquartered inBangalore, ISRO is under the administrative control of the Department of
Space, Government of India.
 ISRO has achieved numerous milestones since its establishment.
 India’s first satellite, Aryabhata, was built by ISRO and launched by the Soviet Union in 1975.
 Rohini, the first satellite to be placed in orbit by an Indian-made launch vehicle, SLV-3, was launched in
1980.
Source: icmr.gov.in & www.delhireviews.com & http://wiki.trytop.com/indian-space-research-organisation.html

48.  ISRO subsequently developed two other rockets: the Polar Satellite Launch
Vehicle (PSLV) for putting satellites into polar orbits and the Geosynchronous Satellite
Launch Vehicle (GSLV) for placing satellites into geostationary orbits. These rockets
have launched numerous communications satellites, earth observation satellites, and,
in 2008, Chandrayaan-1, India’s first mission to the Moon.
 Over the years, ISRO has conducted a variety of operations for both Indian and
foreign clients.
 ISRO's satellite launch capability is mostly provided by indigenous launch vehicles and
launch sites.
 In 2008, ISRO successfully launched its first lunar probe,Chandrayaan-1, while future
plans include indigenous development of GSLV, manned space missions, further lunar
exploration, and interplanetary probes.
 ISRO has several field installations as assets, and cooperates with the international
community as a part of several bilateral and multilateral agreements.
Source:icmr.gov.in & www.delhireviews.com & http://wiki.trytop.com/indian-space-research-organisation.html

49. Defense Research and
Development Organisation
 The Defence Research and Development Organisation (DRDO) is an agency of
the Republic of India, responsible for the development of technology for use by
the military, headquartered in New Delhi, India.
 It was formed in 1958 by the merger of the Technical Development Establishment and
the Directorate of Technical Development and Production with the Defense Science
Organisation.
 DRDO has a network of 52 laboratories which are deeply engaged in developing
defense technologies covering various fields, like aeronautics, armaments, electronic
and computer sciences, human resource development, life sciences, materials,
missiles, combat vehicles development and naval research and development.
 The organization includes more than 5,000 scientists and about 25,000 other
scientific, technical and supporting personnel.
Source: http://en.wikipedia.org/wiki/Indian_Armed_Forces

50. Defense Research Laboratory (DRL), Tezpur had its humble beginning as
"Field Laboratory", a small research cell of the then DRL(M), Kanpur on 21
November, just after October 1962.
The initial charter of the laboratory was to provide storage/outdoor exposure
trials for developed products under the prevailing hot and humid climate of
North-eastern India.
On subsequent development, the laboratory gained momentum with
independent research & development assignments for the benefit of troops
deployed in this strategically important region.
In October 1980, it became a full-fledged R&D laboratory and was renamed as
Defense Research Laboratory.
Source: drdo.com, http://drdo.gov.in/drdo/labs/DRL/English/index.jsp?pg=HistoricalBG.jsp

51. DRDO….
 Vision Be a leader in developing technologies for human health,
environment and agriculture for north east region.
 Mission Develop technologies unique to local environment in the field of
health and hygiene and judicious utilization of local resources for the
benefit of the region.
http://drdo.gov.in/drdo/labs/DRL/English/index.jsp?pg=HistoricalBG.jsp

52. Indian Council of
Agricultural Research (ICAR)
 The Indian Council of Agricultural Research (ICAR) is an autonomous organisation
under the Department of Agricultural Research and Education (DARE), Ministry of
Agriculture, Government of India.
 Formerly known as Imperial Council of Agricultural Research, it was established on 16
July 1929 as a registered society under the Societies Registration Act, 1860 in
pursuance of the report of the Royal Commission on Agriculture.
 The ICAR has its headquarters at New Delhi.
 The Council is the apex body for co-ordinating, guiding and managing research and
education in agriculture including horticulture, fisheries and animal sciences in the
entire country.
(www.apcoab.org ) & (http://dare.gov.in/hi/node/52 )

53. SITE
 SITE was an project launched in rural India in 1975, designed jointly
by NASA and the Indian Space Research Organization (ISRO) supported by
various international agencies such as the UNDP, UNESCO, UNICEF and ITU.
The television programmes were produced by All India Radio and broadcast by
NASA's ATS-6 satellite stationed. These sets were specially designed by
Indian engineers with help from NASA
(http://en.wikipedia.org/wiki/Satellite_Instructional_Television_Experiment)

54. Objective
 to educate the poor people of India on various issues via satellite broadcasting, and also to
help India gain technical experience in the field of satellite communications.
 to study the potential of TV as a medium of development, the villages were chosen
specifically for their backwardness.
 To show with an experiment to use advanced technology to fulfill the socio-economic
needs of the country.
Duration of SITE
from 1 August 1975 to 31 July 1976.
Area
 covering more than 2400 villages in six Indian states and territories.
(http://en.wikipedia.org/wiki/Satellite_Instructional_Television_Experiment)

55. Village selection
 According to the 1971 census of India, the states (Orissa, Bihar, Andhra Pradesh, Uttar
Pradesh, Rajasthan, Madhya Pradesh) having the most number of backward districts in the
country were selected for the project.
 SITE was launched in twenty districts spread across the other six states.
 Each of the states thus selected was called a "cluster".
 In each cluster, 3–4 districts, each containing around 1000 villages, were identified.
 Around 400 villages were chosen in each cluster.
 Close to 80% villages selected for SITE did not have electricity in the buildings where the SITE
TV sets would be installed.
 A special project called Operation Electricity was launched to urgently electrify the villages
before the start of SITE.
 150 villages would have television sets running on solar cells and batteries.
(http://en.wikipedia.org/wiki/Satellite_Instructional_Television_Experiment)

56. Programming
 All India Radio did the programme generation. The programmes were produced according
to the language spoken in the particular area.
 Two types of programmes were prepared for broadcasting:
 Educational Television (ETV): For school children
 Instructional Television (ITV): For adult audiences mainly for illiterates.
 ETV programmes had aimed in interesting and creative educational programmes. These
programmes were broadcast for 1.5 hours during school hours. During holidays, this time was
used to broadcast Teacher Training Programmes designed to train almost 100,000 primary
school teachers during the duration of the SITE.
 The ITV programmes were broadcast for 2.5 hours during the evenings. The programmes
covered health, hygiene, family planning, nutrition, improved practices in agriculture and
events of national importance. Thus, the programmes were beamed for four hours daily in two
transmissions. (http://en.wikipedia.org/wiki/Satellite_Instructional_Television_Experiment)

57. Target Audience
The targeted audience was categorized into four linguistic groups
Hindi
Oriya
Telugu
Kannada
 Due to linguistic and cultural differences, it was agreed that all core programmes would be
cluster-specific, and would be in the primary language of the region.
 A brief commentary giving the gist of the programme would be available on the second audio
channel, to keep up the interest of the audience in other language regions.
 All clusters would also receive 30 minutes of common programmes, including news, which
would be broadcast only in Hindi.
(http://en.wikipedia.org/wiki/Satellite_Instructional_Television_Experiment)

58. Impact
 For the entire year, thousands of villagers gathered around the TV set and
watched the shows.
 In the Studies on the social impact of the experiment and on viewership trends,
it was found that general interest and viewership were highest in the first few
months of the program (200 to 600 people per TV set) and then declined
gradually (60 to 80 people per TV set).

59.  The Impact on the rural population was highest in the fields of
agriculture and family planning. Nearly 52% of viewers reported
themselves amenable to applying the new knowledge gained by them.
 The Indian space program remained committed to the goal of using
satellites for educational purposes. In September 2004, India
launched EDUSAT, which was the first satellite in the world built
exclusively to serve the educational sector. EDUSAT is used to meet the
demand for an interactive satellite-based distance education system for
India.
(http://en.wikipedia.org/wiki/Satellite_Instructional_Television_Experiment)

60. Reasons for failure
 NASA shifted its ATS satellite away from India, despite demands from
Indian villagers, journalists and others.
 Decline in Viewership was overall 59%.
 Faults developing in the television equipment
 The television sets were to big
 Failure in electricity supply and hardware defects
 1/3rdthe villagers' pre-occupation with domestic or agricultural work
and 1/4th missed it because of indifferent health and fatigue.

61.  The loss of viewing days was greater in Bihar, Rajasthan and Madhya
Pradesh than in the other three states.
 Out of the development programmes 2/5th of the (total) programmes
telecasted dealt with agriculture and nearly 1/3rd with health.
 The programme content sometimes was not tallying the local context.
 87% were willing to try these practices with the telecast information
while the rest of them asked for supplementary information.
 The departmental extension machinery did not adequately participate in
the TV programmes; nor did it perform its supporting role.
http://planningcommission.nic.in/reports/peoreport/cmpdmpeo/volume2/erosi.pdf

62. Ethics of Science Journalism
 The ethics of science journalism include both standard journalistic ethics
and recognising the particular issues that arise in the context of science.
 (Source: http://www.upf.edu/pcstacademy/_docs/200706_unesco.pdf)
 Science journalists have a legitimate role in society and should feel
confident in interviewing scientists about their research.
 While science is global, its impacts and application can be local.
Working between the global and the local means covering as broad a
range of stories as possible and seeing local stories as part of the global
story of science.
Source: UNESCO generic science journalism course outline

63.  Science communication sometimes can be a very contentious matter, as
the various norms and inspiration of a huge number of groups activities
for supremacy.
 Similarly, journalists and scientists might argue over the best way to
simplify complex ideas for a non-expert audience, or disagree over what
angle a news story should take.
 Science communicator most of the time faces challenge to answer some
quite philosophical questions on the nature of democracy, expertise and
scientific realism.
(divarasu.blogspot.in/2010/03/science-communication.html)
(http://improvedcommunication.blogspot.in/2009/11/different-approaches-to-science.html)

64.  Scientific and journalistic aims may differ, but there are techniques that can
minimise conflict and create rapport. Science journalists have a legitimate role to
play in interviewing people. (UNESCO)
 Science communicators need to consider how scientific knowledge connects with
indigenous knowledge.
 They should identify ‘good’ and ‘bad’ science, and learn how to distinguish real
science news from corporate spin, through an introduction to science in the social
context and the scientific method. They learn how to recognise the key
ingredients for a good science story in the news, features and current affairs. They
learn how to appropriately balance conflicting views, including those involving
indigenous knowledge
 Science communicators should learn about the qualities of effective science
journalism, such as considering the audience, researching the topic, asking the
right questions, considering different points of view.
(UNESCO)

65.  Science communicators should learn the importance of understanding how to
make science relevant and appealing to the audience—particularly poor urban and
rural communities.
(UNESCO)
 Science communicators also learn basic skills in interpreting statistics, probability
estimates and data from scientific research.
 Science communicators should discuss issues in reporting levels of risk and
technical uncertainty and how to best deal with these issues.
 Science communicators should cconsider the rights and responsibilities and gain
confidence to report science in a critical and analytical way.
 They should discuss the rights and responsibilities of the scientist as interviewee.
(http://www.upf.edu/pcstacademy/_docs/200706_unesco.pdf)

66.  Science communicators should have an effort to be accurate and unbiased in their
professional work including verifying the accuracy of their information, checking sources’
credentials and any potential conflicts of interest. While there are instances when
anonymous sources are necessary, these should be few and carefully considered.
 Science communicators should refrain from discrimination based on race, religion, age,
gender, ethnicity, disability or sexual orientation.
 Science communicators’ work should be their own. Plagiarism is not acceptable under any
circumstances.
 Science communicators should support the healthy exchange of views and opinions in
science, but also realize when scientific principles are no longer questioned by the majority
of reputable scientists involved.
 Science communicators should attempt to avoid any potential conflict of interest with an
assignment, financial or otherwise. Conflicts that are unavoidable should be disclosed.
 Science communicators should immediately admit publically disseminated mistakes and
make every effort to correct them.
http://www.nasw.org/code-ethics-science-writers

67. Conclusion 6s
 Effective science communication needs-
 Growing a Scientific culture in the society
 Inculcating Scientific temperament in the society
 Penetrate Science habit in the society
 Spontaneous Science acceptance in the society
 Respect for indigenous science
 Identification of Science in Religion

68. Thank you