Farmers’ perception of risk in cultivating hybrid rice in Bangladesh

Although there is an enormous potential for improving adoption of hybrid rice in Bangladesh, it is going through some difficulties in practice. Understanding farmers’ perception about difficulties is critical to successful promotion. The present study was conducted to analyze farmers’ perception of risk in cultivating hybrid rice and its relationship with the selected characteristics. The study was conducted in five regions of Bangladesh. A concurrent embedded design using a cross sectional survey was employed. The population of this study consisted of rice growers of the boro season. A multistage stratified random sampling design was employed in selecting the sample of 425 farmers. Data were collected through face–to–face interviews using a pre-tested and back translated questionnaire. Findings indicated that a vast majority of non-adopters (97.5%), de-adopters (94.2%) and continuing adopters (89.2%) perceived moderate to serious risks in cultivating hybrid rice. Data also confirmed a significant relationship between farm size, promotional efforts, farmers’ attitudes towards hybrid rice and their perception of risk in cultivating it. The results of this study raise important considerations for research leaders, policy makers and extension worker to refine the policy guidelines for the promotion of hybrid rice in Bangladesh.Keywords: risk, perception, survey, hybrid rice, farmer, Banglades

The roles of the formal and informal sectors in the provision of effective science education

For many years, formal school science education has been criticised by students, teachers, parents and employers throughout the world. This article presents an argument that a greater collaboration between the formal and the informal sector could address some of these criticisms. The causes for concern about formal science education are summarised and the major approaches being taken to address them are outlined. The contributions that the informal sector currently makes to science education are identified. It is suggested that the provision of an effective science education entails an enhanced complementarity between the two sectors. Finally, there is a brief discussion of the collaboration and communication still needed if this is to be effective

Trial-and-error, Googling and talk: Engineering students taking initiative out of class

A review of the science education literature identifies the importance of outreach in raising public awareness of science while providing students with contextually relevant and meaningful science in ways that enhance their school experiences. The National Virtual School of Emerging Sciences (NVSES) provided just such an opportunity. Established throughout 2012-2014, it enabled 429 secondary students from across Australia to engage with the emerging sciences of Astrophysics and Nanotechnology. Creation of 'virtual' science classrooms allowed small groups of students to connect synchronously twice a week under the guidance of subject specialist teachers. To prepare for this context, teachers modified their face-to-face pedagogies to suit the range of technologies readily accessible in the virtual classroom. This chapter discusses how these different pedagogies were utilised by the NVSES teachers to develop lessons that created unique experiences for students within the virtual classroom environment. Data collected from pre and post student surveys, interviews with the NVSES teachers and access to digitally-recorded lessons demonstrate that while NVSES was highly successful, there were challenges for all involved

The attributes of informal science education: A science communication perspective

© Springer International Publishing AG 2017. Informal science education is, increasingly, focusing on the role of science in the adult world beyond school, for which lifelong learning about aspects of science is the educational goal. Science communication is concerned with the public awareness of science, which intersects with this goal in many ways. Given that they are both focused on enhancing public interest in and awareness about science, closer ties between them can strengthen the benefits of each. Like informal science education, the discipline of science communication draws its theoretical framework from a variety of other disciplines, including formal education and cognate fields. It is, however, more wide-ranging, because science communicators take up careers which include positions in science institutions, government, the media, and informal science education. In this chapter we first identify the attributes of informal science education that underpin science learning in informal contexts, both for school-age students and the wider public, and continue with an overview of the field of science communication. We discuss the kinds of skills and knowledge that are intrinsic to effective science communication, drawing upon research into the public communication of science and the various models of science communication that pertain to this wider aim. Finally we propose a framework that amalgamates the attributes with those skills and knowledge with a particular focus on those which are valuable to those communicating science informal contexts. The context of informal learning has a very broad application in science communication, from the notion of a more passive audience through to a fully participatory experience. Those who provide the experience, whether it be at a zoo, a museum, or via a television program, need to be doing so from an informed, professional perspective which incorporates and exploits science communication skills

Prediction! The VSEPR Game: Using Cards and Molecular Model Building To Actively Enhance Students’ Understanding of Molecular Geometry

Previous work has shown that the formation of misconceptions remains one of the most significant barriers to progress for chemistry students. Determination and visualization of the shapes of molecules using valence shell electron pair repulsion theory (VSEPR theory) is an example of an abstract concept that students often find difficult to learn. Concepts may be better understood if the learning process were supported by innovative, interactive, learning resources. In order to address the conceptual difficulties that students may encounter when using VSEPR theory, an activity has been developed that is supported by simple molecular models. Activity cards give students the opportunity to work through the steps required to predict the shape of a molecule in an engaging manner that promotes social learning. Students were tested before and after the activity. A statistically significant improvement in scores (p = 0.001) was found, which indicates that the activity cards and molecular models could help students understand the topic.</p

Science communication: a contemporary definition

Science communication is a growing area of practice and research. During the past two decades, the number of activities, courses, and practitioners has steadily increased. But what actually is science communication? In what ways is it different to public awareness of science, public understanding of science, scientific culture, and scientific literacy? The authors review the literature to draw together a comprehensive set of definitions for these related terms. A unifying structure is presented and a contemporary definition of science communication positioned within this framework. 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. The definition provides an outcomes-type view of science communication, and provides the foundations for further research and evaluation