No Matter How Many Times You Explain Something

It is a common view that “if only someone could break this down and explain it clearly enough, more people would understand.” However it is debatable whether clear, concise explanations really work. Research has shown that these may be positively received by viewers, who feel like they are learning and become more confident in their answers, but tests reveal they haven’t learned a thing.

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#Interview – Professor Leonie Rennie, Curtin University

We looked at integrated curriculums because we know that the world is integrated. If you look at the school timetable in high school, you have a lesson for physics, a lesson for chemistry, a lesson for biology in upper schools or just science maybe in lower school, but it’s not connected with all of the other disciplines like things are in the real world. That’s a block we felt to kids being able to associate the science they did at school with the science that’s in the outside world.

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#Interview – Dr Craig Cormick, CSIRO

We’re very good at getting the converted more engaged and more interested in science. But I think we have trouble reaching those in the next category down the line that are marginally interested or occasionally uninterested. So, the challenge I find is often, how do you have a conversation about science that’s not apparently about science, that has a lot of science intrinsically built in its content.

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