Science Communication in Context of China: Reducing the Regional Imbalance
Science communication is influenced by various factors of social context, such as politics, economy, culture and history, and these factors have different impact on science communication in different time and space domain. China is a country with appreciable regional diversity, where exist huge gap in economic, social, educational and science and technology development. The imbalance in development makes social context of science communication a prominent feature in the country. In China, the demand of citizens on science communication presents diversified and complex features, which were intensified by the leapfrog development of science communication pattern. Based upon above considerations, China is taking public science communication strategy in a localized way by government and the society as well. This paper discusses the functions which science communication played in reducing the regional imbalance in China.
Social Context of Science Communication: Local Science Communication Strategy
The article focuses on ‘social context’ research in the area of science communication. It further proposes to take social context as a research perspective and analysis methodology to tackle the issue of strategic planning in science communication. The survey of journals reveals that the number of papers published on the social context of science communication is far limited compared to other issues that have been dealt with by the scholars working in this area. The article makes a case for conducting deeper research on definition and description of contextual-science-communication. There is sufficient literature available on comparative studies in science communication and public understanding of science, however since most of the scholars have not taken ‘social context’ into account, it provides limited understanding of reality across cultures.
Perceptual style and ball skill acquisition.
Abstract The purpose of this study was to determine the relationship between perceptual style (field dependence-independence) as measured by the portable rod and frame test and the learning of a ball catching task for three viewing time treatments. Two groups of subjects (N = 45) who satisfied the criteria for field dependence-independence were subdivided and randomly assigned to one of the three viewing time treatments. There were 15 subjects from each of the perceptual style classifications in each of the 150, 250, and 350 millisecond viewing time treatments. The hypothesis of a relationship between perceptual style and learning on the ball catching task was upheld for two of the viewing time treatments (150 and 250 milliseconds). The field independent subjects demonstrated a significantly greater rate and amount of learning than the field dependent subjects for these viewing time treatments. Both field dependent and field independent subjects demonstrated statistically significant improvements in learn...