At the start of the project partners shared their existing

experience and expertise, and produced a list of critical

success and failure points to inspire and direct the
development of science communication projects. They
presented it at the British Science Festival, Birmingham 2010.

THINGS TO CONSIDER WHEN ORGANIZING SCIENCE OUTREACH

ACTIVITIES

A. Related with the design of the activity

The objectives are clearly defined and prioritized.

It addresses aspects of science that are relevant to the public. For

example, hot topics in the news, issues related to our personal or
social environment, or that may affect us even if we are not aware of
it.

It contributes to the development of a critical and well informed view

of science and its products.

It takes advantage of the synergies arising from the confluence of

different perspectives and approaches (formal and informal,
interdisciplinarity,...)

It is intellectually divergent, opening multiple pathways for thinking

and allowing and promoting freedom of action.

It is not exclusively based on a curricular perspective, and if it does

so, the benefits and limitations of this approach have been properly
addressed..

In addition to any conceptual contents it may convey, it also

promotes knowledge of the scientific method and the adoption of
attitudes typical of scientific inquiry, like curiosity, rigour, critical
thinking or antidogmatism

It has been designed taking into account the background of the

participants, their expectations and the perception that they already
have on the issues it addresses.

It meets basic needs of the public, providing elements that promote

an equilibrium with their everyday technological and scientific
context. To say it in Paulo Freire´s words, it is an empowering
activity.

There is an effort to involve all participants, with a design and

implementation that takes into account differences in prior
knowledge, age, preferences and attitudes typical of most audiences.

It addresses the problematic nature of science.

It promotes the idea that not all problems have a scientific answer,
and that even if there is one, it may not be as important as the way to
get there.

It promotes the idea that scientific theories are tentative and subject
to review under new findings.

It helps to reflect upon the relationship between science and

technology, and of these with other spheres of human activity.

It is (as) original (as possible). If inspired elsewhere, an effort has

been made to adapt it to the new audience and context.

It is well adapted to the participants, taking into account previous

experiences and mindsets of the public, social and cultural
background, etc.

It is unique in that it allows participants to enjoy an exclusive

experience that can not be repeated in other contexts (home,
school ...). At least it has its own twist to make it different.

It is designed with a didactic or educational purpose, but not, or not

necessarily, based on curricular restrictions.

It makes use of dramatic resources (suspense, scenery, etc.).

It actively seeks and responds to feedback

B. Related with the way the public participates in the activity

The public has the chance to be more than a mere spectator. At best,
participants have a lead role in the activity.

Participants do not feel as they are being part of an experiment, or

that their knowledge or attitudes are being measured.

The activity allows for a casual approach or is fun.

It contains surprising elements that make it unpredictable.

Contains elements that contribute to engagement (hooks, whodonits,

competition, public exposure of participants...)

It contains elements that allow manipulative interaction (hands on)

It gives participants the ability to share their results

It contains elements that enhance affectivity

It incorporates some kind of intellectual challenge to escape the

mundane

It promotes social interaction among participants, and between them

and the rest of society.

It promotes and takes advantage of social networking, teamwork and

constructive debate.

Nobody should feel forced to be engaged.

C. Related with the production of the activity

It is accessible, both economically and physically (parking, public

transportation, etc.).

It is designed with efficiency criteria to optimize the performance-to-

cost ratio

The means used are appropriately scaled for the intended purpose.

It makes the most out of any available resources.

It uses high quality materials (sound science, well written text,

appropriate audio-visual contents, properly formed mediators,...).

It makes use of marketing resources for maximum dissemination to

the target audience.

It has a recognizable identity, but branding does not prevail over

content.

If the audience does not attend the activity, the activity projects itself
on the public space in search for new audiences.