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Botanic Gardens Conservation International Education Review

Volume 8 • Number 2 • October 2011

Science
and Culture

Misterio en el Botánico
Message Sticks – understanding where we live
Science communication – new tracks for the
botanic garden
Growing Schools, harvesting learning
International Diploma New course
in Botanic Garden Education dates
announced

Join us for the next International


Diploma in Botanic Garden Education.

Organised by BGCI and the Royal Botanic Gardens, Kew, this five week
course aims to equip participants with the skills and strategies needed to
communicate effectively with their varied audiences. By the end of the
course, participants will have an understanding of all the aspects required
to create an education master plan for their site.

The emphasis of the course is on interactive learning and the application


of skills to the participants' working context, with lectures, workshops,
seminars, practical activities and field visits. Topics covered include: theory
and development of environmental education, identification of target
audiences, project planning, interpretation principles and practices, lifelong
learning strategies, fundraising, marketing, networking and evaluation.

Course dates: 16 April to 18 May 2012

For more information and to enroll on the course visit:


www.bgci.org/education/diplomacourseoutline/

• There are a limited number of scholarships available for delegates.


• To download an application form please visit BGCI’s website.
• Priority for scholarships will be given to participants coming from
Commonwealth countries.

Testimonials
“I loved the variety, energy, and pace of the International Diploma in Botanic Garden Education Course. Participating in the
course improved my knowledge relating significance of education in botanic gardens in relation to plant conservation and
sustainability. Also, the course made it possible to develop contacts and communication channels with other professionals
working in related areas and also to build friendships. It was a very well organised course with fantastic tutors.”
Dilan Bayindir, Nezahat Gokyigit Botanic Garden, Istanbul, Turkey. International Diploma 2008.

“This course is a MUST for anybody out there who is conducting environmental education in botanical gardens ….your
conservation site will definitely echo out conservation messages clearly and effectively if you know how to get messages out.
This course is that tool.”
Endo Guav, Forestry Research Institute, Papua New Guinea. International Diploma 2006.

The Diploma Course is superb! It encompases an engaging mixture of theoretical and experiencial programmes and provides
you with a huge opportunity to obtain knowledge and skills from botanic gardens and different educational centres in the UK.
Your garden can quickly embrace what you learn.
Orlik Gómez García, Jardín Botánico Francisco Javier Clavijero, Mexico. International Diploma 2008.
Volume 8 • Number 2

02 First word Julia Willison, Botanic


Gardens Conservation International

EDITORS
Julia Willison Director of Education
Asimina Vergou Education Programme Coordinator

17
Linking Brazilian culture and
Forthcoming Issue science for sustainability Carmen Silvia
Volume 9 Number 1 – Children’s Play Areas in Botanic Gardens de Lemos Menezes Machado, Rio de
Last submission date – 10 January 2012
Volume 9 Number 2 – Inquiry Based Science Education Janeiro Botanic Garden, Brazil
Last submission date – 20 June 2012
Cover Photo: students producing Message Sticks, a
secondary schools project in South Australia (Adelaide 06
Botanic Garden) Science communication and
Design: John Morgan, www.seascapedesign.co.uk botanic gardens: old roots, new growth
BGCI would like to thank the co-editors for their work in Dr Stephen Webster, Imperial College
the production of Roots
London, UK
For the French Section:
Loïc Ruellan – Conservatoire Botanique National de Brest,
France
Anne Lindsey – Spain (loon@alindsey.net)
Allison Marshall – France
For the Spanish Section:
Lourdes Rico-Arce – Royal Botanic Gardens, Kew
Veronica Franco – Jardín Botánico Regional Xíitbal Neek’,
Mexico
Orlik Gómez García – Jardín Botánico Francisco Javier
Clavijero, Mexico 20
For the English Section:
Growing Schools, harvesting
Jan Chamier – London, UK learning David Jeffreys, Earthscope, UK
Claudia Bernardini – BGCI, UK
Allison Skaer – Cornell University, USA

Roots is published by Botanic Gardens Conservation


International (BGCI). It is published twice a year.
Membership is open to all interested individuals,
institutions and organisations that support the aims
of BGCI.
10
¿Quien lo hizo? Detectives
Further details available from:
españoles en busca de rastros - en el
• Botanic Gardens Conservation International, Descanso
House, 199 Kew Road, Richmond, Surrey TW9 3BW jardín Irene Fernandez de Tejada, Royal
UK. Tel: +44 (0)20 8332 5953, Fax: +44 (0)20 8332 5956 Botanic Garden, Madrid, Spain & Maria
E-mail: info@bgci.org, www.bgci.org
• BGCI-Russia, c/o Main Botanical Gardens,
Botanicheskaya st., 4, Moscow 127276, Russia.
José Carrau, Valencia Botanic Garden, 23
Spain Opening the window on ‘plant-
Tel: +7 (095) 219 6160 / 5377, Fax: +7 (095) 218 0525,
E-mail: seed@aha.ru, www.bgci.ru blindness’ Jakobus Sales-Reichartzeder,
• BGCI-Netherlands, c/o Delft University of Technology
Julianalaan 67, NL-2628 BC Delft, Netherlands
Peter Pany & Michael Kiehn, University
Tel: +31 15 278 4714 Fax: +31 15 278 2355 Botanic Garden, Vienna, Austria
E-mail: l.j.w.vandenwollenberg@tudelft.nl
www.botanischetuin.tudelft.nl
• BGCI-Canarias, c/o Jardín Botánico Canario Viera y Clavijo,
Apartado de Correos 14, Tafira Alta 35017,
Las Palmas de Gran Canaria, Gran Canaria, Spain.
Tel: +34 928 21 95 80/82/83, Fax: +34 928 21 95 81,
E-mail: jmlopez@grancanaria.es
• BGCI-China, 723 Xingke Rd., Guangzhou 510650 China.
Tel:(86)20-85231992. email: Xiangying.Wen@bgci.org
www.bgci.org/china
• BGCI-South East Asia, c/o Registry, Singapore Botanic
Gardens, 1 Cluny Road, Singapore 259569.
• BGCI-Colombia, c/o Jardín Botánico de Bogotá,
Jose Celestino Mutis, Av. No. 61-13 – A.A. 59887,
Santa Fe de Bogotá, D.C., Colombia. Tel: +57 630 0949,
Fax: +57 630 5075, E-mail: jardin@gaitana.interred.net.co,
www.humboldt.org.co/jardinesdecolombia/html/la_red.htm
• BGCI(US) Inc, c/o Chicago Botanic Garden, 27
1000 Lake Cook Road, Glencoe, Illinois 60022, USA. The art of exhibitions – a
E-mail: usa@bgci.org, www.bgci.org/usa
marriage of science and culture
BGCI is a worldwide membership organisation established in
1987. Its mission is to mobilise botanic gardens and engage 14 Ken Arnold, The Wellcome Trust, London, UK
partners in securing plant diversity for the well-being of Youngsters with a stake in the
people and the planet. BGCI is an independent organisation
registered in the United Kingdom as a charity (Charity Reg No
1098834) and a company limited by guarantee, No 4673175.
future Steve Meredith & Cat Stone,
Botanic Gardens of Adelaide, Australia
31 Educational resources
for botanic gardens
BGCI is a tax-exempt 501(c)(3) non-profit organisation in the
USA and is a registered non-profit organisation in Russia.
Opinions expressed in this publication do not necessarily
reflect the views of the Boards or staff of BGCI or of its
members.
BGCI • 2011 • Roots • Vol 8 (2) 01
Science et culture
Ciencia y cultura

First word
Science and Culture

ENGLISH FRANÇAIS ESPAÑOL

oots is moving with the times, so oots évolue avec le temps : oots se está actualizando, así que
R welcome to our first, full colour,
downloadable version. From now on
R bienvenue à notre première version
entièrement en couleur et
R bienvenidos a nuestra primera
versión descargable a todo color. A
we’ll be able to deliver Roots directly to téléchargeable. Désormais, nous partir de ahora podremos entregarte tus
your inbox, wherever you are in the pourrons vous livrer Roots directement números de Roots directamente en tu
world. Indeed, as we embrace the power dans votre boîte de réception, où que bandeja de entrada, en cualquier parte
of modern technology, challenging old vous soyez dans le monde. En effet, au del mundo. De hecho, ya que estamos
practices and encouraging new, our moment où nous adoptons les pouvoirs adoptando el poder de la tecnología
choice of theme could not be more apt – des technologies modernes, mettant en moderna desafiando viejas prácticas y
or timelier. question les anciennes pratiques et alentando nuevas, el temas
encourageant les nouvelles, notre choix seleccionado para este número no podía
de sujet ne pouvait être plus approprié, ser más apropiado – o sincrónico.
ou opportun.
Ciencia y cultura son palabras fuertes lo
Science et Culture sont des mots que significa que frente a esto, se
chargés de sens et qui, apparemment, inscriben en diferentes partes de un
semblent représenter différentes parties amplio espectro conceptual. Sin
du spectre conceptuel. Toutefois, même embargo, incluso el examen más
une analyse des plus rapides révèle leur superficial revela su estrecha relación y la
lien étroit et la tension dynamique qui tensión dinámica que existe entre ambas.
existe entre eux.
Y rara vez es mejor esta aparente
Et il est rare que ce paradoxe apparent paradoja incorporada organizativamente
ne soit mieux représenté en termes en los jardines botánicos. Muchos
organisationnels que dans les jardins jardines, quizá la mayoría, se ven a sí
botaniques. De nombreux jardins, peut- mismos principalmente como
être même la plupart d'entre eux, se instituciones científicas. Sin duda sus
considèrent principalement comme des investigadores han hecho grandes
institutions scientifiques. Il est indéniable contribuciones a la comprensión profunda
que leurs équipes scientifiques ont de la biología vegetal y los ecosistemas.
considérablement contribué à notre Sin embargo, pocos podrían argumentar,
compréhension de la biologie végétale et que los jardines botánicos ocupan un
des écosystèmes. Peu de gens papel clave cultural, educativo y social
contesteraient également le fait que les organizados como los son para la
jardins botaniques occupent une place investigación, el aprendizaje, la
clé en termes culturels, éducatifs et sustentabilidad y por supuesto para la
sociétaux, tel qu'ils sont organisés en recreación. En este sentido, se puede
matière de recherche, d'apprentissage, decir que los jardines botánicos son un
de développement durable et, bien espejo de las sociedades que los cobijan,
Botanic gardens occupy a key cultural, educational entendu, de loisirs. À cet égard, il peut reflejando sus valores y aspiraciones.
and societal role. In this image, children investigate être considéré qu’ils sont le miroir des
vegetables in a project run by the Trento Museum sociétés qui les accueillent, reflétant Lo anterior nos lleva a una pregunta
of Natural Sciences, Italy (Picture courtesy of leurs valeurs et leurs aspirations. intrigante y urgente: si la actividad
MTSN, Italy) humana está provocando la degradación

02 BGCI • 2011 • Roots • Vol 8 (2) • 02-05


Science and Culture are words heavy Ceci nous conduit à une question del medio ambiente y un futuro
with meaning that, on the face of it, may intrigante et urgente : si les activités insostenible para el planeta, ¿de qué
appear to sit in different parts of the humaines mènent à la dégradation de manera las instituciones ubicadas en el
conceptual spectrum. However even the l’environnement et à un avenir non cruce de la ciencia y la cultura desafían
most cursory examination uncovers their durable pour la planète, comment les estas conductas destructivas y ofrecen
close relationship and the dynamic institutions situées à la croisée de la modelos alternativos y atractivos para
tension that exists between them. science et de la culture font-elles face à una vida sustentable?
ces comportements destructeurs et
And seldom is this apparent paradox comment proposent-elles des modèles La sencilla suposición de que las
better embodied organisationally than in de vie différents, qui soient attrayants et personas alimentadas con una dieta
botanic gardens. Many gardens, perhaps durables ? regular de información científica sobre la
even the majority, see themselves inminente crisis ecológica simplemente
primarily as scientific institutions. L’hypothèse facile selon laquelle les van a modificar su comportamiento de
Unquestionably their scientists have personnes alimentées régulièrement par manera adecuada, no puede ser
made profound contributions to our un régime d'informations scientifiques apoyada por evidencias. Se requiere de
understanding of plant biology and concernant la crise écologique estrategias más variadas e imaginativas,
ecosystems. Yet few would argue, menaçante changeront simplement leur y como lo muestra este último número
either, that botanic gardens occupy a comportement en conséquence ne peut de Roots, no hay escasez de ideas.
key cultural, educational and societal être cautionnée par les faits. Davantage
role, organised as they are for research, de stratégies diverses et imaginatives De acuerdo con Stephen Webster del
learning, sustainability and, of course, sont requises et, comme le démontre ce Imperial College de Londres, el sesgo
leisure. In this respect they may be said dernier numéro de Roots, les idées ne cultural moderno hacia la transparencia
to hold a mirror to their host societies, manquent pas. institucional obliga a la comunidad
reflecting their values and aspirations. científica a tener una participación
Selon Stephen Webster de l’Imperial pública como nunca antes. Argumenta
Which brings us to an intriguing and College (Londres), la tendance culturelle que la opinión no científica sobre temas
urgent question: if human activity is moderne à une transparence tan diversos como el rumbo de la
leading to environmental degradation institutionnelle oblige la communauté investigación, el futuro de la política
and an unsustainable future for the scientifique à s’engager auprès du energética, el diseño de las salas de
planet, how do institutions located at the public comme jamais auparavant. museo e incluso el papel de los jardines
crossroads of science and culture Il affirme que les opinions non botánicos se ha vuelto muy destacado.
challenge these destructive behaviours scientifiques concernant des questions Si bien se ha destinado una
and offer attractive and sustainable aussi variées que l’orientation de la considerable energía académica para
alternative models of living? recherche, l’avenir des politiques medir el éxito de este diálogo cultural, se
relatives aux énergies, la conception des ha reportado que los jardines botánicos
The easy assumption that people fed a galeries de musée, voire le rôle des se han visto más lentos que otras
regular diet of scientific information jardins botaniques, sont devenues instituciones en la adopción de una
about the looming ecological crisis will déterminantes. Alors que des efforts identidad centrada en el público. Con
simply modify their behaviour académiques considérables ont été diversos ejemplos a la mano, Stephen
accordingly, cannot be supported by the déployés pour mesurer la réussite de ce Webster sugiere que los jardines
evidence. More varied and imaginative dialogue culturel, les jardins botaniques botánicos cuentan con amplias
strategies are called for and, as this auraient été plus lents que d’autres oportunidades para desarrollar sus
latest issue of Roots demonstrates, there institutions dans leur adoption d’une propios modelos de participación
is no shortage of ideas. identité axée sur le public. Stephen pública.
Webster suggère qu’avec autant
According to Stephen Webster of d’exemples à leur disposition, les jardins En una encuesta de popularidad sobre la
Imperial College, London, the modern ont de vastes opportunités pour élaborer plantas realizada por el Jardín Botánico
cultural bias towards institutional leurs propres modèles d'engagement de la Universidad de Viena, Austria, las
transparency forces the scientific auprès du public. plantas medicinales y las especias
community to engage with the public as encabezaron las preferencias de los
never before. He argues that non- Dans une étude de popularité des visitantes en general, mientras que las
scientific opinion on such diverse issues plantes botaniques menée par le Jardin plantas ornamentales y las que se
as the orientation of research, the future botanique de l’université de Vienne, utilizan en la industria atraen menos
of energy policy, the design of museum Autriche, les plantes médicinales et les interés. También se detectaron
galleries and even the role of botanic épices arrivaient en tête des préférences variaciones preferenciales de acuerdo
gardens has become influential. While globales des visiteurs, et les plantes con la edad ya que los alumnos se
considerable academic energy has been ornementales et celles utilisées dans le mostraron menos interesados que los
invested in measuring the success of this secteur industriel suscitaient le moins adultos en las plantas “útiles” aunque el
cultural dialogue, botanic gardens have d’intérêt. Des variations préférentielles grupo de plantas estimulantes y las
reportedly been slower than other en fonction de l'âge ont également été productoras de drogas a base de
institutions to embrace a public-centred détectées, les élèves étant en général hierbas ¡mostraron una notable
identity. With so many examples to hand, moins intéressés que les adultes par les excepción! Michael Kiehn y colegas

BGCI • 2011 • Roots • Vol 8 (2) 03


Stephen Webster suggests, gardens plantes 'utiles’, bien que le groupe des describen cómo los investigadores se
have ample opportunities to develop drogues stimulantes à base de plantes centraron en un muestreo de cuatro
their own models of public engagement. ait constitué une exception notable ! grupos para definir cómo y con qué
Michael Kiehn et ses collègues décrivent plantas podrían estimular el interés por
In a popularity survey of botanical plants la manière dont des chercheurs ont ciblé la botánica y superar la “ceguera hacia
conducted by the University of Vienna quatre groupes représentatifs alors qu'ils las plantas”.
Botanic Garden, Austria, medicinal and proposaient d'établir comment et avec
spice plants topped overall visitor quelles plantes ils pourraient stimuler un Más de la mitad de toda la población
preferences, while ornamental plants intérêt envers la botanique et surmonter humana vive en pueblos y ciudades. Las
and plants used in industry attracted « la cécité envers les plantes ». estimaciones de la ONU sugieren que la
less interest. Preferential variations creciente industrialización puede estar a
according to age were also detected, Plus de la moitié de la population la cabeza de la acelerada urbanización
with pupils generally less interested than humaine totale vit à présent dans les especialmente en los países en
adults in ‘useful’ plants, although the villes, selon les estimations des Nations- desarrollo incrementando este ritmo.
group of stimulant herbal drugs proved a Unies, phénomène accompagné d’une Estos cambios demográficos y sociales
notable exception! Michael Kiehn and industrialisation accrue et d’une ruée plantean enormes desafíos a
his colleagues describe how researchers vers l’urbanisation, particulièrement dans organizaciones como los jardines
targeted four sample groups as they bid les pays du sud, qui forcent l’allure. De botánicos y reservas naturales ya que
to establish how and with what plants tels changements démographiques et operan en la intersección de la
they could encourage an interest in sociétaux lancent de vastes défis à ces naturaleza y la sociedad. Y entre los
botany and overcome ‘plant blindness’. organisations, comme les jardins desafíos más urgentes que enfrentan los
botaniques et les réserves naturelles, qui educadores que trabajan con niños y
Over half of the entire human population opèrent à la croisée de la nature et de la jóvenes de zonas urbanas está el cómo
now lives in towns and cities, UN société. L’un des défis les plus urgents impregnarlos para que comprendan su
estimates suggest, with increasing auxquels sont confrontés les éducateurs lugar en el mundo natural. David Jeffreys
industrialisation and a headlong dash to qui travaillent avec des enfants et des de Earthscope describe la iniciativa
urbanisation, especially in the developing jeunes issus d’urbanisations consiste à Cultivando Jardines Escolares, una red
world, forcing the pace. Such leur insuffler une compréhension de leur pionera de jardines ingleses que está
demographic and societal changes pose place dans le monde naturel. David tratando de abordar de frente esta
immense challenges to those Jeffreys de Earthscope décrit l’initiative cuestión.
organisations, like botanic gardens and des Growing Schools Gardens, un
nature reserves, operating at the réseau de jardins anglais pionniers qui Investigando la escena del crimen es el
intersection of nature and society. And tente de traiter ce sujet de manière nombre de un juego en dos jardines
among the most urgent challenges facing directe. botánicos españoles con el objetivo
educators working with urbanised children de hacer de la botánica una ciencia
and young people is how to imbue them Recherches sur la scène du crime est le accesible y divertida para los niños.
with an understanding of their place in the nom d’un jeu conçu par deux jardins Personal del Real Jardín Botánico de
natural world. David Jeffreys of espagnols qui visent à rendre la Madrid y del Jardín Botánico de la
Earthscope outlines the Growing Schools botanique plus fascinante et accessible Universidad de Valencia, España, han
Gardens initiative, a network of pioneering aux enfants. Les animateurs du Jardin creado el reto de descubrir un misterioso
English gardens that is attempting to botanique royal de Madrid et du Jardin asesinato en un jardín botánico virtual.
tackle this question head-on. botanique de l’université de Valence, Diseñado para poderse jugar en línea o
Espagne, ont créé un jeu de romans in situ en un jardín botánico, el personal
Crime scene investigation is the name of policiers qui se déroule dans un jardin del jardín botánico y sus visitantes son
the game for two Spanish gardens botanique virtuel. Ce jeu est conçu pour sospechosos del crimen y las pistas se
aiming to make plant science both être joué en ligne ou in situ dans un pueden encontrar entre el polen, las
fascinating and accessible for children. jardin botanique, et le personnel et les plantas y las frutas. ¡María José Carrau
Staff at Madrid’s Royal Botanic Garden visiteurs du jardin sont les suspects du del Jardín Botánico de Valencia y Irene
and the University of Valencia Botanic meurtre. Des indices peuvent être Fernandez de Teja de Real Jardín
Garden, Spain, have created a murder trouvés parmi les fruits, les plantes et le Botanico de Madríd montó la escena
mystery challenge set in a virtual botanic pollen. Maria Jose Carrau, du jardin de del crimen!
garden. Designed to be played on-line or Valence, et Irene Fernandez da Teja du
in situ at a botanic garden, garden staff Jardin Botanique Royale de Madrid Steve Meredith de los Jardines
and visitors are murder suspects and situent le décor ! Botánicos de Adelaida reporta sobre su
clues can be found among the pollen, proyecto de escuelas secundarias Notas
plants and fruits. Madrid’s Irene Steve Meredith du Jardin botanique y Mensajes desarrollado para promover
Fernandez de Teja and Valencia’s Maria d'Adélaïde présente un compte-rendu y compartir entre los jóvenes a través de
Jose Carrau sets the scene! du projet de Bâtons de messagers des cuenta cuentos y arte su entendimiento
écoles secondaires, créé pour y el significado de vivir en el ambiente
Steve Meredith from Adelaide Botanic encourager les jeunes à partager, à mediterráneo del sur de Australia.
Garden, Australia, reports on the travers les histoires et l'art, ce que cela Desarrollada en un festival juvenil de
Message Sticks secondary schools signifie pour eux de vivre dans arte, esta exposición única representada

04 BGCI • 2011 • Roots • Vol 8 (2)


project, developed to encourage young l’environnement méditerranéen du sud en 24 mástiles mostraban historias
people to share, through storytelling and de l’Australie. Créée pour être présentée sobre la interconexión de las plantas,
art, their understanding of what it means lors d’un festival local d'art pour les agua, fuego, cultura, estilo de vida y
to live in the Mediterranean environment jeunes, la remarquable exposition de 24 sustentabilidad.
of South Australia. Developed during a bâtons a dépeint des histoires liées à
youth arts festival, the unique display of l'interconnexion entre les plantes, l'eau, Del Jardín Botánico de Río de Janeiro
24 poles depicted stories about the le feu, la culture, le mode de vie et le llega la noticia de una serie de iniciativas
interconnectedness of plants, water, fire, développement durable. educativas destinadas a aumentar la
culture, lifestyle and sustainability. And conciencia pública sobre la
from Rio de Janeiro Botanic Garden, En provenance du Jardin botanique de conservación y la sustentabilidad de
Brazil, comes news of a range of Rio de Janeiro nous viennent des acuerdo al Artículo 13 de la Convención
educational initiatives that helped to nouvelles concernant une série sobre Diversidad Biológica (CDB).
heighten public awareness of d'initiatives éducatives conçues pour
conservation and sustainability in line améliorer les connaissances du public A través del programa de exhibiciones y
with Article 13 of The Convention on en matière de conservation et de eventos públicos de nivel mundial, la
Biological Diversity (CBD). développement durable, en accord avec célebre Colección Wellcome de Londres,
l'Article 13 de la Convention sur la explora los vínculos entre la medicina,
Through its world class programme of diversité biologique (CDB). la vida y el arte. En esta entrevista
exhibitions and lively public events, exclusiva para Roots, el Dr. Ken Arnold,
London’s celebrated Wellcome Au travers de son programme Director de Programas Públicos de la
Collection explores the links between d’expositions et d’évènements publics Colección Wellcome, describe los viajes
medicine, life and art. In this exclusive animés de classe mondiale, le célèbre imaginativos que él y su equipo
interview for Roots, Ken Arnold, musée Wellcome Collection de Londres emprenden cuando crean una exhibición
Wellcome’s Head of Public Programmes, explore les liens qui existent entre la de la Colección.
describes the imaginative journeys he médecine, la vie et l'art. Dans cet
and his team undertake as they create entretien exclusif pour Roots, le Dr Ken Incluso más cerca de casa con los
the Collection’s exhibitions. Arnold, chef des programmes publics du Juegos olímpicos de 2012 en mente,
Wellcome Collection, décrit la démarche el programa Fairchild Challenge/BGCI
Even closer to home, with the London imaginative effectuée par lui et son Global Competition están promoviendo
2012 Olympic Games in mind, the équipe pour créer les expositions du su mensaje de conservación mediante la
Fairchild Challenge/BGCI Global musée Collection. vinculación de las plantas de todo el
Competition is promoting its mundo con los Juegos. Los estudiantes
conservation message by linking plants Encore plus près de chez nous, en son alentados a investigar acerca de la
from around the world to the Games. référence aux jeux Olympiques de biodiversidad de su país representando
Students are encouraged to research Londres 2012, le Défi mondial du Fairchild a las plantas a través de una corona
their country’s plant biodiversity and Challenge / BGCI valorise son message olímpica. Organizados por los jardines
represent it through the creation of an lié à la conservation en associant aux jeux botánicos este concurso está abierta a
Olympic wreath. des plantes du monde entier. Les todos. Para más información consulte el
étudiants sont encouragés à faire des sitio web www.bgci.org/education/fair2
It is clear from these articles that recherches sur la biodiversité végétale de
scientific and cultural energies are being leur pays et à la représenter par la Se desprende claramente de estos
harnessed successfully around the création d’une couronne Olympique. artículos que las energías científica y
world, in botanical institutions and Ce concours est ouvert à tous les jardins cultural se están aprovechando con
elsewhere, to promote messages of botaniques. Pour de plus amples éxito en todo el mundo tanto en las
sustainable change. With the clock informations, veuillez consulter instituciones botánicas como en otros
counting down towards midnight, www.bgci.org/education/fair2 lugares para promover mensajes para el
however, the question remains: how cambio hacia la sustentabilidad. Con el
swift and radical must we be to secure À partir de ces articles, il est clair que reloj en cuenta regresiva hacia la
the fundamental changes in attitudes des efforts tant sur le plan scientifique medianoche, sin embargo, la pregunta
and behaviour that are essential to our que culturel sont exploités avec succès sigue siendo: ¿cómo asegurar de
planet’s future wellbeing? de par le monde, dans les manera rápida y radical los cambios
établissements botaniques et ailleurs, fundamentales en actitudes y
Julia Willison afin de valoriser des messages liés au comportamientos que son esenciales
changement durable. Alors que le para el bienestar futuro de nuestro
compte à rebours est lancé, toutefois, la planeta?
question suivante demeure : à quel point
nous faut-il être rapides et radicaux pour
ancrer les changements fondamentaux
d’attitudes et de comportements qui
sont essentiels au bien-être futur de
notre planète ?

BGCI • 2011 • Roots • Vol 8 (2) 05


Communication scientifique et jardins botaniques : vieilles racines, nouvelles pousses
Comunicación científica y jardines botánicos: viejas raíces, nuevo crecimiento

Science communication and botanic gardens


old roots, new growth

n this article I examine general Every scientific institution sees itself as a guardian of
I developments in the field of science
communication over the last few
decades. I will interpret relations
reliable and valuable knowledge. However, the modern
between science and the public in the cultural turn towards transparency is forcing them to
light of recent calls for botanic gardens
to renew their emphasis as places of find a lay voice with which to engage with the public.
public as well as scientific value (BGCI,
2010). While it is plainly true that botanic Stephen Webster of Imperial College, London, argues
gardens should be energetic in their
plans to engage the interest of their that while botanic gardens have been slower than other
visitors, I will argue that the traditional
virtue of botanic gardens, which I take to institutions to embrace a public-centred identity, there
are plenty of examples to learn from to develop their
own distinct style of public engagement.

be a quiet and steadfast assertion of the


value of plants, should not be neglected.
Gardens should look for a balance
between their historic mission as a
repository of scientific information, and
their desire now to be places for
debating contemporary ecological
anxieties. In finding that balance
curators and interpreters will find much
of value in studying the successes and
failures of other public science
institutions, and the trends of science
communication more generally.

All science institutions with a public


interface embody a tension. On the one
hand they identify themselves as places
that grow and conserve scientific
knowledge, and therefore embrace the
classic research qualities of orderliness
and introspection. On the other hand
such institutions must be intelligently-
open minded and aware of their visitors’
expectations. Museums, science
During the ‘Nature Live’ talks at the Natural History Museum, London (NHM) scientists communicate their discovery centres and botanic gardens
research to the public (Picture courtesy of NHM) appeal to and indeed transform many

06 BGCI • 2011 • Roots • Vol 8 (2) • 06-09


suggested that this ‘scientific illiteracy’
was harmful both for citizens and for
science. Citizens were harmed by their
ignorance of science, because they
might not be able to make informed
choices about scientific and
technological issues that affected them,
such as the development of nuclear
power. In the report’s words the public
“… is very vulnerable to misleading
ideas on, for example, diet or alternative
medicine”.

Running through the Bodmer report is


the theme Karl Popper spoke so clearly
about: when it comes to scientific
impacts on society, the most important
form of knowledge is that of the
scientists. It is their know-how which is
transforming and improving the world.
In the Bodmer report, the role of the
public is by contrast constrained and
For many people, the quiet, the lack of computers and the marvelous fact of plants growing are, the most centres on their responsibility to
attractive aspects of gardens (Picture courtesy of Coimbra Botanic Garden, Portugal) understand the facts and, by implication,
the value of science. Overall, science is
different people who arrive largely Exhibition Road, Natural History depicted as actively progressive, the
unannounced, and hope to be educated Museum scientists describe their work to public as passive and lagging behind.
and momentarily diverted into new trains visitors, and take questions (see
of thought. www.nhm.ac.uk/visit-us/darwin-centre- I am not suggesting that this kind of
visitors/index.html). What is essential, argument is over-simplistic about the
It is tempting to imagine an institution if the science communication is to be nature of science: the Bodmer report
can combine easily its duties to science effective, is for the institution to admit recognises that scientific knowledge is
and its duties to the public. Did not Sir the existence of its two personalities. often in flux, that technology is
Francis Bacon, the 17th century pioneer frequently controversial, and that
of scientific method, rule that science The great philosopher Sir Karl Popper science and social policy are in relation.
was for the benefit of humanity? was pointing towards the same idea The over-simplification lies in the view
However the relation between scientific when he wrote: “I regard scientific given of people generally, whose
and public duties is complex, and can knowledge as the best and most opinions on scientific issues are
be antagonistic. Science seems open to important kind of knowledge – though I worthwhile only to the extent that they
the world in its role as a generator of am far from regarding it as the only one” have absorbed enough scientific
practical knowledge, as a tool for solving (Popper, 1992). The skill of the knowledge.
global problems, as the source of health communicative botanic garden,
advances. Crudely speaking, science following Popper, will be in finding the We can now get to the heart of the
embodies two personalities. It has an right balance between different sorts of matter and to a series of vital questions.
outward facing gaze, an interest in the knowledge. When it comes to organising the
messiness and chance of ordinary life provision of a botanic garden, what
and an awareness of the concept of In developing a history of these ideas we space is there for forms of knowledge
trust. It has also an austere and can see 1985 as an important year for that are not scrupulously scientific – for
disciplined turn of mind, which marshals the relationship between institutions, art, for religion, for activities such as
all of nature into order, classification and scientific knowledge and public trust. cooking and gardening? How easy,
mechanism, and which has special This was when the prestigious British indeed, is it for the scientific, and the
respect for the concept of knowledge. science organisation the Royal Society non-scientific, to get along? In what
Botanic gardens illustrate these two published its report on science ways can a garden make use of its
cultures. They are places for doing communication, The Public visitors’ lay understanding of plants and
science, and they are places for showing Understanding of Science (Royal their role in nature?
science. The roles are distinct but once Society, 1985). The report was produced
recognised can be made to work by a committee of Royal Society fellows, Challenging though these questions
together. Through the work of UCL including the broadcaster and naturalist might be, a botanic garden seems to be
scientist Dr Beau Lotto, London’s Sir David Attenborough, and was chaired precisely the place where the scientific,
Science Museum now has visitors doing by Walter Bodmer. The Bodmer report the social and the personal might make
science (see www.lottolab.org/news- identified a lack of public knowledge of common cause. We expect the plants to
article.asp?newsid=44). Next door on the facts and processes of science, and be sternly marshalled in orderly fashion,

BGCI • 2011 • Roots • Vol 8 (2) 07


face in 1996, reversing its previous
assertion that bovine spongiform
encephalopathy (BSE – mad cow
disease) could not pass to humans
(The BSE Inquiry, 2000), shed new light
on the fallibility of scientific advice.
High-profile news stories about the
impact of genetically-modified crops, a
fresh look at nuclear power stations as
clean energy, and the increasingly
alarming signs of global warming, were
all issues that strained the ability of
science to reach a final view, but which
needed extensive public buy-in for
plausible policy decisions. In timely
fashion the UK’s upper legislative
chamber, the House of Lords, reported in
2000 that in the relationship between
science and society, trust is as important
as knowledge (House of Lords, 2000).

As the House of Lords emphasised, trust


Botanic gardens have the opportunity to pick the science communication tools that suit them. In this image a is a matter of relationship, and so it
student examines fern spores during an education visit to Innbruck University Botanic Garden, Austria called for dialogue between science and
(Picture courtesy of Innbruck University Botanic Garden, Austria) the public. A new term – the public
engagement of science and technology
and are not surprised to see By 2000, the question of public trust in – became orthodox. Particularly in
campaigning exhibitions on biodiversity science, rather than public knowledge of government circles, ascience policy
or climate change. But we also expect to science, had come to seem vital. Various planning began to involve public polling,
see children running between the beds, controversies involving science and focus groups, and with the arrival of the
ice cream on sale, and benches for technology revealed in the most public internet, on-line fora. Museums and
simply thinking. Unlike almost any other way that scientific knowledge often science centres re-doubled their efforts
science institution botanic gardens are struggles to find a unified and settled to understand their visitors. And in the
open to the sky, directly appeal to our voice. The explosion of the Chernobyl concept of ‘co-curation’ visitors found
sense of nature, and are a retreat from nuclear power station in 1986, and most themselves drawn into the planning of
urban noise. Many of the plants in a especially the British government’s volte new exhibitions.
botanic garden are familiar, are included
in our diet, trigger memories, or are
simply incredibly striking.
In short a botanic garden shouldn’t have
too much difficulty finding many ways
to draw in its visitors.

In the years after Bodmer a view has


grown among science communicators
that they’ll do their job better if they
recognise the public as very
heterogeneous. Many people have a
profound understanding of matters
involving science. The truth of this is
shown by those patient groups who
amass vast quantities of information –
and questions – about treatments.
Science communicators are more
effective if they recognise the lay public
as often rather experienced in many of
the things science sees as its subject
matter. Someone may not have a PhD
level understanding of atmospheric
chemistry, but can have an intimate
knowledge of the health effects of air People experience plants in different ways – at the Eden Project, UK, people are encouraged to examine
pollution. different fibres (Picture courtesy of Sarah Kneebone)

08 BGCI • 2011 • Roots • Vol 8 (2)


For botanic gardens aligning themselves
with all these new developments,
I suggest there are three principles to
consider. Firstly, celebrate the scientific
work of the garden as central to its
identity. Secondly, when actively
expanding work with visitors, investigate
and take seriously the different ways
people experience plants – through their
gardens, their textiles, their literature,
their culture. Finally, keep in mind the
most obvious and for many the most
attractive aspect of gardens – their quiet,
their lack of computer monitors, and the
marvellous fact of plants simply growing.
To conclude, botanic gardens now have
an excellent opportunity to pick the
science communication tools that suit
them, so renewing their mission as
guardians and advocates of the world’s
plants.

References

, BGCI, 2010, Towards a New Social The explosion of the Chernobyl nuclear power station in 1986 shook the public’s trust in science,
Purpose : Redefining the role of demonstrating the importance of communication. Here you can see the abandoned city of Pripyat, Ukraine,
botanic gardens, Botanic Gardens with Chernobyl station in the distance (Picture courtesy of Jason Minshull)
Conservation International, London, UK
par la science, aussi bien dans les estado a la cabeza debido a la cantidad
, Popper K., 1992, Knowledge and the dispensaires, les pâturages que les de ejemplos con utilidad científica, en
shaping of reality. In: In search of a champs de batailles. Cependant la clínica, pasturas o el campo de guerra.
better world: lectures and essays from culture moderne recherche la Los jardines botánicos también forman
thirty years. London, Routledge (p3) transparence institutionnelle et force à parte de este patrimonio. Sin embargo,
de nouvelles habitudes pour la science la cultura moderna se torna hacia la
, Royal Society, 1985, The Public et ses institutions. La science doit se transparencia institucional forzando a la
Understanding of Science, available soucier du grand public et, ciencia y sus instituciones a un nuevo
online at http://royalsociety.org/Public- spécifiquement, doit trouver dans le habito. La ciencia debe atraer al
Understanding-of-Science contact avec les profanes les clefs pour público, y en especial, el papel de los
répondre à des sujets aussi divers que jardines botánicos es encontrar las
, The BSE Inquiry : The Report, 2000, l'orientation de la recherche, la pautas vitales a los numerosos temas y
available online at see conception de galeries de Muséums, su orientación en la investigación,
http://collections.europarchive.org/tna le futur de la politique énergétique ou le diseño museológico, el futuro y política
/20090505194948/http://bseinquiry.go rôle des jardins botaniques. Un nombre energética. Una cantidad considerable
v.uk/report/volume1/execsum2.htm#6 très important d'expertises académiques de experiencias académicas se han
69592 ont eu pour but de mesurer le succès de dedicado a medir el éxito de este
ce dialogue culturel, mais les jardins dialogo cultural pero se dice que los
, House of Lords, 2000, Science and botaniques, auraient été plus lents que jardines botánicos han sido más lentos
Technology – Third Report, available d’autres institutions à adopter une en comparación con otras instrucciones
online at http://www.publications. identité « centrée sur le public ». en integrar una identidad centrada en el
parliament.uk/pa/ld199900/ldselect/ld Disposant de nombreuses expériences, publico. Con numerosos ejemplos en
sctech/38/3801.htm les jardins botaniques ont maintenant mano, los jardines tienen ahora la
l'opportunité de développer leur style oportunidad de desarrollar un estilo
propre dans l'engagement du public. propio para involucrar al público.
RÉSUMÉ
Dr Stephen Webster
Chaque discipline scientifique, et RESUMEN Senior Lecturer
chaque institution scientifique se voit Imperial College London
avant tout comme un gardien d'un savoir Cada disciplina e institución científica South Kensington Campus
fiable et précieux. Ce fait historique qui por sí mismas, son por sí mismas como London, SW7 2AZ, UK
remonte en Europe au 17ème siècle a un guardián de valioso e infalible Email:
été constamment renforcé par de conocimiento. Es un hecho histórico, stephen.webster@imperial.ac.uk
nombreux exemples de services rendus que desde el Siglo XVII, Europa ha Website: www3.imperial.ac.uk

BGCI • 2011 • Roots • Vol 8 (2) 09


Whodunnit? Spanish detectives on the garden trail
Qui l'a fait? Des détectives espagnols sur les traces du jardin

¿Quien lo hizo?
Detectives españoles en busca de rastros en el jardín

Dos jardines botánicos españoles recurren al crimen para Introducción

acercar a los niños la ciencia de las plantas de una manera na de las principales funciones de

fascinante. El personal del Real Jardín Botánico de Madrid U un Jardín Botánico moderno es
mejorar la cultura científica de las
personas que nos visitan. Pero
y del Jardín Botánico de la Universidad de Valencia ha determinados colectivos son difíciles de
atraer y nosotros queremos que el
creado un misterioso caso de asesinato ocurrido en un conocimiento que se genera en nuestras
instituciones llegue a cuantas más
jardín botánico virtual. El personal del jardín y los personas mejor. Por este motivo, los
jardines botánicos de dos ciudades
visitantes son sospechosos de asesinato y las pistas se españolas, el Real jardín Botánico (CSIC)
de Madrid y el Jardín Botánico de la
encuentran entre el polen, las plantas y los frutos. Universidad de Valencia, y gracias a la
financiación de la Fundación Española
El misterio corre a cargo de Irene Fernández de Tejada para la Ciencia y la Tecnología (FECYT),
nos pusimos de acuerdo para llevar a cabo
en Madrid y Maria José Carrau en Valencia. una novedosa y original propuesta. El
objetivo fundamental era atraer visitantes
tanto a los jardines en sí como a nuestras
páginas webs y ofrecerles una divertida
experiencia con la que aprender botánica
sin darse cuenta. A esta propuesta la
llamamos “Misterio en el Botánico”.

¿Qué es “Misterio en el Botánico”?


Se trata de una actividad interactiva a
modo de juego de pistas. “Esta mañana,
los periódicos de toda la ciudad informan
sobre un extraño suceso…” Así comienza
la historia en la que el público se verá
involucrado. Un misterioso asesinato en
el que las siete pistas localizadas
conducen a seis sospechosos
relacionados con el Jardín (el director,
una jardinera, un visitante, la de
seguridad, el de la limpieza y una
investigadora). Con la ayuda de un mapa
y un bloc de detective, los participantes
tendrán que resolver el misterio mientras
se trabajan distintos aspectos
relacionados con el mundo vegetal y la
El visitante cuenta con un manojo de llaves y seis cajas con cerradura. En su búsqueda de la llave que abre el investigación científica. Concretamente,
almacén de productos químicos recorrerá el centro de investigación y el Jardín Botánico (Picture courtesy of los objetivos fundamentales que se
Jardín Botánico de la Universidad de Valencia y Real Jardín Botánico de Madrid) persiguen son los siguientes:

10 BGCI • 2011 • Roots • Vol 8 (2) • 10-13


1. Dar a conocer el Jardín de una
manera diferente.
2. Acercar el funcionamiento del Real
Jardín Botánico (CSIC)/Jardí Botanic
de Valencia como centros de
investigación.
3. Transmitir conocimientos acerca del
mundo vegetal.
4. Suscitar interés por las plantas.
5. Promover el uso de los cincos
sentidos.

El juego cuenta con dos modalidades:


una con paneles interactivos instalados
en el propio Jardín, para jugar in situ, y
una aplicación web para aquellos que no
puedan desplazarse hasta aquí. Ambos
se ofrecen bilingües, en español/inglés
en el Jardín de Madrid y
valenciano/español en el de Valencia.

El público al que está dirigido son


principalmente escolares de 10 a 14
años, pero también pueden disfrutar de
él familias y público general.
Uno de los paneles en los que se presentan los sospechosos del Misterio en el Botánico (Picture courtesy of
Elementos: Universidad de Valencia y Real Jardín Botánico de Madrid)

A. Folleto: Se entrega de forma gratuita Pistas y contenidos teóricos que se 3.- EL FRUTO: enganchados en la
en la taquilla del Jardín. Presenta la trabajan: Las diferentes pistas ropa del cadáver y de algunos de los
trama y a los personajes. Además suponen los elementos necesarios sospechosos aparecen unos frutos
lleva un mapa del Jardín con la para descubrir al asesino, y a la vez muy característicos. Para conocer el
situación de los distintos paneles y un funcionan como vehículo para nombre de dichos sospechosos el
bloc de detective donde ir apuntando introducir los temas que hemos visitante debe observar los frutos
el resultado de las averiguaciones. considerado importantes que se (reales) instalados en cajas adheridas
deben dar a conocer. al panel y relacionarlos con su
B. Paneles: Un total de 9 paneles en los método de dispersión. ¿Qué es un
que se presenta la trama y a los 1.-EL POLEN; El panel trabaja fruto?, sus partes, funciones que
personajes, se localizan las pistas y aspectos como qué es el polen, desempeña y sistemas de dispersión
se resuelve el misterio. partes, tipos, función y sistemas de son algunos de los aspectos que se
dispersión. Un tipo concreto de polen trabajan en esta parada.
ha sido encontrado en la víctima
¿Qué otros sospechosos han estado 4.-LA HOJA; Impresa sobre la piel de
en contacto con ese mismo polen? la víctima se encuentra la silueta de
Para poder contestar el público debe una hoja. ¿A qué árbol pertenece? En
encontrar a qué especie vegetal este panel se explican las partes de
pertenece, para lo cual debe recorrer una hoja, formas, nerviación, el uso
los árboles cercanos observando sus de una clave dicotómica y los
ramas, donde se encuentran nombres científicos. El visitante tiene
colgando unas enormes maquetas de a su disposición una sencilla clave de
pólenes (cada una en su árbol identificación y las fichas de distintos
correspondiente). árboles.

2.- LAS HUELLAS. Unas pisadas 5.-LA SEMILLA; En las ranuras de la


localizadas junto al cadáver nos dan suela del zapato de la víctima se
la excusa para trabajar aspectos encuentran unas semillas. Los
como las huellas de la naturaleza, nombres de los sospechosos
El público tiene que encontrar a qué especie vegetal qué es un fósil y cómo se forma. El relacionados se encuentran bajo un
pertenece al polen. Deben visitor los árboles donde juego invita la participante a deslizar árbol muy especial del Jardín. En este
se encuentran colgando unas enormes maquetas de la pisada encontrada sobre la suela panel se trabajan el concepto de
pólenes (Picture courtesy of Universidad de de los zapatos de los distintos ecosistema, planta amenazada, Libro
Valencia y Real Jardín Botánico de Madrid) sospechosos. rojo y Lista UICN.

BGCI • 2011 • Roots • Vol 8 (2) 11


6.- EL COMPUESTO QUÍMICO;
Restos de un compuesto químico se
han encontrado en el estómago de la
víctima. Qué es un compuesto
químico? El visitante cuenta con un
manojo de llaves y seis cajas con
cerradura. En su búsqueda de la llave
que abre el almacén de productos
químicos recorrerá los distintos
departamentos con los que cuenta un
centro de investigación como un
Jardín Botánico.

7.- EL INSECTO, El papel de los


animales en los ecosistemas y su
relación con las plantas son los
aspectos a trabajar. Un curioso
escarabajo escondido en la ropa de la
víctima es la pista que se utiliza como
hilo conductor. El visitante tendrá que
relacionar tres animales diferentes
con sus acciones y los beneficios que
provocan en las plantas.

C. Aplicación web: al igual que en los


paneles el juego se ofrece en las
páginas de nuestro jardines
(www.rjb.csic.es y
www.jardibotanic.org), con la
posibilidad de jugar en español o
inglés en Madrid y valenciano o
español en Valencia. Los contenidos
que se trabajan son los mismos y las
actividades a realizar similares. Al
finalizar el juego puedes descargarte
tu propio diploma de detective
personalizado.

Conclusiones

Aunque el trabajo ha sido duro el


resultado está siendo muy positivo. La
actividad ha tenido una gran aceptación
por el público, que no duda en
felicitarnos y demandarnos más
actividades de este tipo. Hemos
conseguido sorprender a nuestros
visitantes habituales y atraer a otros que
nos han venido a ver sólo gracias a esta
actividad. Las páginas web han recibido
también numerosas visitas y ¡ya
tenemos un montón de detectives! En
cuanto a los equipos de educación
implicados, a pesar de la distancia que
nos separa, hemos logrado un trabajo
conjunto y nos hemos enriquecido con
formas de trabajo diferentes a las
nuestras.

Folletos producido para el Misterio en el Botánico, presentando el crimen y los sospechosos y un mapa de
donde están las pistas (Picture courtesy of Universidad de Valencia y Real Jardín Botánico de Madrid)

12 BGCI • 2011 • Roots • Vol 8 (2)


Idea original y contenidos

Equipo Educación RJB Madrid: Irene


Fernández de Tejada de Garay, Maria
Bellet Serrano y Esther García Guillén
Equipo Valencia: Maria Jose Carrau,
Olga Ibañez y Josefa Rey

Diseño: Naturama

Web de soporte;
• Fundación Biodiversidad;
www.fundacion-biodiversidad.es/
• UCN, International Union for
Conservation of Nature, helps
http://www.uicn.es/
• http://www.unesco.org/new/es/
unesco/

Datos Una pancarta sobre el projecto en el Centro de Visitantes en el Jardín Botánico de Valencia (Picture courtesy
of Universidad de Valencia y Real Jardín Botánico de Madrid)
1. Real Jardín Botánico, CSIC. Plaza de
Murillo, 2. Madrid E-28014 (ESPAÑA). The clues contained in the murder dans des villes géographiquement
Tel. +34 91 4203017. mystery, consist of components of séparées. A l’aide des ressources
FAX: +34 91 4200157) plants, pollen and fruit. The mystery numériques et de ressources en ligne,
www.rjb.csic.es/ game is also about students ils ont créé un monde virtuel où les
2. Jardín Botánico de la Universidad de understanding the concepts of biological distances n'existent pas.
Valencia C/ Quart 80 46008 València control and red lists. Designed to play
SPAIN on-line or in-situ in a botanic garden, this Les indices du roman policier
Tel. + (34) 963 15 68 00 game aims to make science accessible correspondent à des parties de plantes,
FAX: +34 963156826 and plants attractive to school children. du pollen et des fruits. Par le biais de ce
www.jardibotanic.org/ The gardens believe it offers an effective jeu les concepteurs souhaitent
and creative way to popularize science. également que les étudiants
comprennent les principes du contrôle
SUMMARY biologique et des listes rouges. Conçu
RÉSUMÉ pour être joué en ligne ou sur place dans
At dawn a man walking his dog found a un jardin botanique, ce jeu à pour but de
body in a wasteland near his home. The A l'aube, un homme qui promène son rendre la science accessible et de rendre
police confirms the body is male and of chien trouve un cadavre dans un terrain les plantes intéressantes pour les
Caucasian origin. He has dark hair, vague à côté de chez lui. La police scolaires. Les concepteurs pensent qu'il
weighs 75Kg and is approximately confirme que le corps est celui d’un propose un moyen efficace et créatif de
1.80m in height. No documentation was homme d’origine caucasienne. Il a des populariser les sciences.
found on his body however traces of cheveux noirs, pèse 75 kg et mesure
plant debris and chemicals were present. environ 1,80 m. Aucun papiers n'a été Irene Fernandez de Tejada
Tracks found in the surrounding area, trouvé sur lui, en revanche quelques Unidad Cultura Científica-Educación
suggest the crime scene could have débris végétaux et des produits Real Jardín Botánico CSIC
been the Botanic Garden. A list of chimiques étaient présents. Des traces Plaza de Murillo, 2
suspects is quickly assembled of trouvées aux alentours suggèrent que la Madrid
botanic garden staff and visitors who scène du crime pourrait être le jardin E-28014
have plant residue on their clothing and botanique. Une liste de suspects est ESPAÑA
were in the vicinity of the crime scene rapidement constituée parmi les Email: iftejada@rjb.csic.es
during the time of the alleged murder. membres du jardin botanique et les Website: www.rjb.csic.es/
visiteurs qui ont des restes de plantes
This is the opening scenario for an sur leurs vêtements et qui étaient Maria José Carrau
educational mystery game developed by présents aux alentours de la scène du Responsable del Gabinet de Didàctica
the Royal Botanic Garden, Madrid and crime au moment supposé du meurtre. Jardí Botànic de la Universitat de
the University of Valencia Botanic València
Garden, Spain - two gardens, located in Ceci est le scénario d'ouverture d'une C/ Quart 80 46008
two geographically separated cities. By enquête pour un jeu éducatif mis au point València
using online and digital resources they par le Jardin botanique royal de Madrid et SPAIN
have been able to create a parallel world le jardin botanique de l’Université de Email: maria.j.carrau@uv.es
in which distances do not exist. Valence en Espagne, deux jardins situés Website: www.jardibotanic.org

BGCI • 2011 • Roots • Vol 8 (2) 13


Des jeunes avec un engagement pour le futur
Jóvenes con una apuesta al futuro

Youngsters
with a stake in the future
Message Sticks is an exciting
secondary schools project in
which students share, through
storytelling and art, their
understanding of what it means to
live in South Australia. Developed
during a youth arts festival and
delivered in a uniquely Australian
way, the stories describe the
interconnectedness of plants,
water, fire, culture, lifestyle and
sustainability in the Mediterranean
area of the South Australian (SA)
landscape. Steve Meredith and
Cat Stone from Adelaide Botanic
Garden explain.
Message Sticks offered the public an opportunity to read and think about
environmental issues (Picture courtesy of Adelaide Botanic Garden)

Learning by design world. At the forefront of this process Ephemeral water – here today, gone
was our education and interpretation tomorrow
he seeds of this project were sown team, working with the landscape Plants in Mediterranean zones have

T four years earlier through the


design development process used
to build the SA Water Mediterranean
architects and horticultural staff to
develop a garden that was not only
beautiful but would also provide multi-
adapted to seasonal water. So should we.
Gardens for the future – sustainable
landscapes
Garden in the Adelaide Botanic Garden. level learning opportunities for both Cities and people need sustainable
The design premise was to build a public and schools visitors. gardens in public and private spaces.
garden that would have a multiplicity of Fire & Dry – surviving the dry and fire
educational and interpretive uses rather Some of the key interpretive ideas and People and plants have to adapt to fire
than simply being a display of plants storylines integrated into the design and its long-term effect on lives and
from the Mediterranean zones of the included: landscape.

14 BGCI • 2011 • Roots • Vol 8 (2) • 14-16


Threats – the natural environment in
danger
Wild plant populations are under threat
because Mediterranean environments
are attractive places to live and farm.
Culture – food, symbolism, traditional
peoples and plant knowledge
There are many fascinating stories that
connect plants, people and culture in
Mediterranean climates around the world.

Art storylines

With such a rich palette of storylines the


garden’s design provided plenty of
relevant and wide-ranging artistic,
interpretive opportunities for the student
artists participating in the Message
Sticks project. Some of the
complementary themes students
developed through their work after
visiting the Mediterranean garden
included:

• Water – natural ephemeral cycles of


wet and dry, abundance, drought.
• Water for human needs, water for the
environment.
• Spotting plant adaptations that are
useful for developing water-wise A total of 46 student artists plus their art teachers, from three local disadvantaged high schools, participated
gardens. in the production of 24 Message Sticks (Picture courtesy of Adelaide Botanic Garden)
• Understanding fire, a constant threat
during long, dry summers. • Mediterranean lifestyle, people and A magnet for visitors
• Endangerment, Mediterranean culture including indigenous
environments are good places to live perspectives. Student works ranged from the super
but at what environmental cost? • Global Mediterranean environments, realistic to the abstract and emblematic.
• Sustainability through garden design – Chile, Mediterranean Basin, California, The imaginative, thought-provoking pole
Mediterranean landscapes, why have South Africa. How are they the same? artworks added an architectural splash
them, what are the constraints and How are they different? of colour to the garden and were a
what do they look like? • Climate changes and possible futures. magnet for thousands of visitors, who
could view the exhibition from a distance
Developing the exhibition while having coffee on the overlooking
plaza, or interrogate individual works
A total of 46 student artists plus their art more closely while meandering through
teachers, from three local disadvantaged the Mediterranean garden. In particular,
high schools, participated in the many visitors spent time reading the
production of 24 Message Sticks. artists’ statements, which not only
The students and teachers visited the assisted them in interpreting the
Botanic Garden for an introduction to the artworks but also provided subtle
overarching exhibition theme of environmental messages about the
‘Learning to live in and with our surrounding living exhibition space,
Mediterranean environment’. Students sustainability and the local Adelaide
also spent time drawing inspiration and environment.
meaning from the garden space with a
highly respected community artist, John Alex, Jacob and Tyler from Ocean View
Whitney, who specialises in working with College wrote in their statement:
young people. Over the next four weeks
John assisted students at their schools, ‘The Mediterranean environment that
Students were highly motivated to participate in the developing their research, artworks and exists in South Australia revolves around
project because their work would be displayed in accompanying ‘artist statements’ ready a delicate balance between the warm
the botanic garden (Picture courtesy of Adelaide for placement in the garden as a part of summers and the wet cool winters,
Botanic Garden) ‘Come Out’, the local youth arts festival. allowing our diverse plant life to exist.

BGCI • 2011 • Roots • Vol 8 (2) 15


In the case that our climate changes
dramatically we have shown a
representation of what we think the
landscape will look like.’

Over three and a half thousand students


also visited the exhibition, using the
artworks as a stimulus for thinking about
the nexus between plants, people, water,
sustainability and the future. One school
in particular was so impressed by the
exhibition concept that they developed
and installed a similar project for
permanent display in their own school
grounds.

What’s the message?

What were some of the outcomes of


having an environmentally themed art
exhibition by young people on display in
a botanic garden?

The project reaffirmed that when botanic


gardens see young people as a part of
their genuine cultural constituency many
benefits can follow. Firstly, students were
highly motivated because they had a
‘real world’ end point for their work, in
this case having their art displayed in a
high profile institution as a part of a
cultural festival. Secondly, the general
public loved the opportunity to see A thought provoking statement produced by one of the artists and attached to their message stick during the
young people’s work on display and local youth arts festival (Picture courtesy of Adelaide Botanic Garden)
being provided, through the artists’
statements, with an insight into their connaissances, à travers l'art, sur ce que entendimiento de qué significa vivir en
thinking on environmental issues. Thirdly, cela signifie de vivre dans un el Mediterráneo a través del arte. Este
the project highlighted the power of environnement méditerranéen. extraordinario proyecto artístico, fue
marrying the arts with environmental La remarquable exposition de bâtons desarrollado específicamente como una
understanding in order to capture the artistiques, créée tout spécialement pour de las muestras para el festival local de
hearts and minds of those producing être présentée lors du festival local d'art artes; consistió en 24 postes mostrando
and those viewing the works. pour les jeunes, est composée de 24 historias interconectando plantas, agua,
bâtons qui dépeignent des histoires liées fuego, cultura, estilo de vida y
à l'interconnexion entre les plantes, l'eau, sustentabilidad en el paisajismo de la
From a garden design and development le feu, la culture, le mode de vie et le zona mediterránea del Sur de Australia
perspective, the artworks significantly développement durable dans la zone (SA). Este barrido de ideas permitió el
added to the interpretive power of the méditerranéenne qui constitue une partie apuntalamiento educacional y diseño
garden space during the display, so du paysage du sud de l'Australie. Ce large interpretativo del espacio dentro del
strengthening the number of learning éventail d'idées à été dynamisé grâce au Jardín Botánico en el relativamente
opportunities and the variety of cultural design éducatif et interprétatif de l'espace reciente creado Jardín Acuático
and interpretive uses a garden can have d'exposition du jardin botanique : le jardin Mediterráneo del SA.
when the original design is based on méditerranéen des eaux du sud de
education and interpretation. l’Australie, récemment aménagé. Steve Meredith
Manager, Schools Education
& Cat Stone
RÉSUMÉ RESUMEN Botanic Gardens of Adelaide
North Terrace
« Bâtons de messagers » est un projet Los postes mensaje son un proyecto del Adelaide, SA 5000, Australia
éducatif pour les élèves du secondaire Jardín Botánico de Adelaide dirigido a Email: meredith.steve@saugov.
mis au point par le Jardin botanique estudiantes mayores de las escuelas sa.gov.au
d'Adélaïde afin d’encourager les jeunes secundarias, en éste, se motiva a los Website: www.environment.sa.gov.au/
à partager leurs histoires et leurs jóvenes a compartir sus historias y botanicgardens/home

16 BGCI • 2011 • Roots • Vol 8 (2)


Lier la culture brésilienne et la science pour le développement durable
Enlazando cultura y ciencia brasileña para la sustentabilidad

Linking Brazilian culture and


science for sustainability

Carmen Silvia de Lemos Menezes Machado, Rio de significance. These biomes include a
wide variation of ecosystems and are
Janeiro Botanic Garden, Brazil, discusses two exhibitions distributed among five geographical
regions. They have their own individual
that helped raise public awareness of conservation and climates, flora and fauna and a high
degree of hydrological and mineral
sustainability in line with Article 13 of The Convention on diversity. Tragically, the abuse of natural
resources by humans is causing
Biological Diversity (CBD) and the Global Strategy for Plant environmental damage to these biomes.
The consequences are seen to bypass
Conservation (GSPC). national borders and indifferently impact
on people in geographically distant
regions, even on different continents.

Introduction meet this target by establishing the Global Article 13 of the CBD deals with
Strategy for Plant Conservation (GSPC). concerns about raising public
he concern about conservation, The main objective of the GSPC is to halt consciousness about the importance of

T sustainable use and equal sharing of


benefits from biodiversity is central
to the aims of the Convention on Biological
the loss of plant biodiversity.

Brazil, a country whose biological and


conservation and sustainable use of
biodiversity. Rio de Janeiro Botanic
Garden has put considerable effort into
Diversity (CBD). In 2002, signatories to the cultural diversity is widely recognized, developing educational projects that will
CBD took a significant step forward to contains seven distinct biomes of global foster the interest and awareness of its
audience in the importance of
biodiversity and the consequences of its
loss worldwide. These projects are
aimed at the regular visiting public of the
Garden which is currently around
600,000 people a year. And within
projects, the Garden offers a range of
educational activities aimed at
stimulating interaction between the
public and the resources of its
arboretum. Consequently the Garden
finds that visitors are increasingly
contacting staff for more information
during and following their visit. The
Garden tries to encourage
understanding and support for
environmental principles and concepts
by emphasizing the importance of
vegetation, biodiversity conservation,
scientific research and sustainable
development. It believes that care and
concern in the transmission of scientific
A panel from the Crave for Water exhibition which explored the relationship of the Macacos river with the Rio information can stimulate a new way of
de Janeiro arboretum (Sergio) (Picture courtesy of Carmen Machado) thinking and acting, with programmes

BGCI • 2011 • Roots • Vol 8 (2) • 17-19 17


that expand visitors’ understanding. The
following two projects, relating individual
species to their role in the environment,
exemplify this thinking.

Planting history

This project involved displaying elements


of the living and photographic collections
as well as historical texts about the
Garden and the city of Rio de Janeiro.
The exhibition was inaugurated in
October 2004 and remained in the
arboretum area of the Garden for one
year. Its success resulted in the exhibition
being rebuilt in 2006 for the Week of
Science and Technology, a free week-
long event held annually in Brazil during
October and organised by the Ministry of
Science and Technology. The exhibition
provided scientific information about the Verónica standing next to a panel from Planting History, which touched on topics such as deforestation and was
plants as well as information about their attended by over 300,000 visitors between 2004 and 2005 (Picture courtesy of Social environmental centre)
commercial and medicinal use.
and on their adaptation and expansion. visited the exhibition which was also
Spread out through the arboretum, the Visitors are often unaware of how the shown in other institutions in Rio de
exhibition caught the attention of visitors riverbeds in Rio de Janeiro have been Janeiro, including the Museum of the
and encouraged them to look at the deflected and channelled to avoid Republic, the Army Historical Museum
features of the arboretum in a different flooding and to optimize the use of and Copacabana Fortress.
way. The exhibition, which touched on certain areas for the development of the
topics such as deforestation, reforestation city – resulting in a changed landscape. Conclusion
and human pressure, was attended by
over 77,000 visitors between October and The exhibition used signboards along the With these and other public experiences
November 2004 and by more than Macacos river (which crosses the whole in the Botanic Garden we are aiming to
290,000 people in 2005. Undertaking this Garden) and explored its relationship with create an awareness of a new
initiative not only offered an the arboretum, its fauna and flora, and sustainable way of life – alongside other
unprecedented experience in the Botanic with the city of Rio de Janeiro, including botanic gardens around the world, where
Garden, but also laid the foundation for information about the conservation of such educational activities supported by
further projects to contribute to the ciliar woods that protect riverbanks and the CBD and GSPC aim to minimize the
development of knowledge related to the quality of the water. The Rio dos loss of biodiversity, an issue of vital
plants, their use and importance, and of Macacos exhibition provided the garden concern to all of us.
course their relationship with humans. with an excellent opportunity to talk to the
public about the need to reshape the Notes
Crave for water arboretum and reorganize its flowerbeds
and alleys in order to solve problems Article 13. Public Education and
This second project addressed water related to floods within the Garden. The Awareness – The Contracting Parties
usage and conservation, particularly with exhibition was inaugurated on September shall: (a) Promote and encourage
respect to the city. It focused on the 19, 2007 to coincide with International understanding of the importance of, and
change of direction of the city’s rivers Day of Clean Water. Over 349,000 people the measures required for, the

Panorama of the arboretum at the Rio de Janeiro Botanic Garden (Picture courtesy of Rio de Janeiro)

18 BGCI • 2011 • Roots • Vol 8 (2)


conservation et de l’utilisation durable de
la diversité biologique. Cet article
concerne tous les jardins botaniques et,
depuis que la Convention est entrée en
vigueur en 1993, les jardins botaniques
brésiliens ont fait des efforts
considérables pour développer des
projets éducatifs qui éveillent l'intérêt et la
sensibilisation du publics quant à
l'importance de la biodiversité et la gravité
de son érosion au niveau mondial. Le
Jardin botanique de Rio de Janeiro a
développé un panel d'activités
éducatives, dont le but est de stimuler les
interactions entre le public et les
ressources disponibles dans l'Arboretum.
Son objectif est d'encourager
l’intériorisation des principes et des
concepts environnementaux, tout en
Panel explaining the conservation of cilia woods that protect the riverbanks and quality of water mettant en avant l'importance de la
(Picture courtesy of Carmen Machado) végétation, de la conservation de la
biodiversité, de la recherche scientifique
conservation of biological diversity, as , Brazilian Institute of Environment and et du développement durable.
well as its propagation through media, Natural Resources (Instituto Brasileiro
and the inclusion of these topics in do Meio Ambiente e dos Recursos
educational programmes; and (b) Naturais Renováveis (IBAMA)), 2010, RESUMEN
Cooperate, as appropriate, with other Brasilian Ecossistems, available at:
States and international organizations in www.ibama.gov.br/ecossistemas/ El artículo 13 de la Convención en
developing educational and public home.htm Diversidad Biológica (CBD) se refiere a
awareness programmes, with respect to promover y motivar conciencia en el
conservation and sustainable use of , Convention on Biological Diversity, publico en la importancia de la
biological diversity. http://www.cbd.int/ 2010, Article 13. Public Education and sustentabilidad y uso de la diversidad
convention/articles.shtml?a=cbd-13 Awareness, available at: www.cbd.int/ biológica. Los jardines botánicos han
convention/articles.shtml?a=cbd-13 guardado relación con la convención
Currently JBRJ is the headquarters of desde que entro en fuerza en 1993, los
the National Center for Plant , European Centre for Nature de Brasil han dedicado esfuerzos muy
Conservation (CNCFLORA) which has Conservation (ECNC), 2000, considerables en el desarrollo de
among its tasks, coordination, Communicating Nature Conservation: proyectos educacionales que han
generation, evaluation and access to Manual on using communication in despertado el interés y conocimiento con
information about species on the support of nature conservation policy sus audiencias en temas de importancia
Brazilian Official List of Endangered and action. Ed. Sandra Rientjes, como la seria perdida de la biodiversidad
Species of Flora, as well as being an ECNC, Netherlands. en el planeta. El jardín botánico de Rio
international reference for plants in Brazil de Janeiro ha generado actividades
(Martinelli, 2009; Heizer, 2010, p. 209). , Heizer, A., 2010, João Geraldo educacionales orientadas en estimular la
Khulmann e a Comissão de Defesa da dirección entre el público y los recursos
Acknowledgement Borracha de 1912, in Heizer, A. & disponibles en el Arboreto. La meta es
Videira, A. A. P. (eds) Ciência, alentar la interiorización del
Grateful thanks for the support in Civilização e República nos Trópicos. medioambiente y sus conceptos,
preparing this article are given to Olivia Mauad X: FAPERJ, Rio de Janeiro. enfatizando la vegetación, conservación
Menezes, Alda Heizer, Luisa Rocha, de la biodiversidad, investigación
Environmental Museum & Social , Plantando História, 2010, A Árvore da científica y el desarrollo sustentable.
Environmental Centre vida, available at: www.jbrj.gov.br/
plantando/plantando11_1.htm Carmen Silvia de Lemos Menezes
Bibliography Machado
Analyst at Museu do Meio Ambiente
, Martinelli, G., 2009, Centro Nacional RÉSUMÉ Jardim Botânico do Rio de Janeiro
de Conservação da Flora Instituto de Pesquisas
(CNCFLORA) report, Rio de Janeiro L'article 13 de la Convention sur la Jardim Botânico do Rio de Janeiro
Botanic Garden (Instituto de diversité biologique (CDB) porte sur la (JBRJ)
Pesquisas Jardim Botânico do Rio de promotion et l'encouragement de la Rua Jardim Botânico, 1008, Brazil
Janeiro - JBRJ) sensibilisation du public quant à la Email: carmen@jbrj.gov.br
compréhension de l'importance de la Website: www.jbrj.gov.br

BGCI • 2011 • Roots • Vol 8 (2) 19


Créer des écoles, récolter l’apprentissage
Crear escuelas, cosechando aprendizaje

Growing Schools
harvesting learning

Even traditionally conservative institutions like botanic global climate and biodiversity loss,
humanity is busily turning its back on the
gardens have the capacity to engage meaningfully with natural world and heading into the cities.

their host communities on issues of social and What do these demographic and
societal changes mean for nature
environmental importance, writes David Jeffreys, who reserves, botanic gardens, horticultural
organisations and the like, operating as
reports on the emerging success of the Growing Schools they do at the intersection of nature,
science and society? Even more
Gardens scheme in England. urgently, how do those who are charged
with educating our largely urbanised
children and young people instil in them
a proper understanding of their place in
ith the coolest Northern majority of the British population has the natural world?

W European summer for decades


giving way to autumn and one
of the warmest springs on record just a
been urbanised for well over a century.
And herein lies a paradox: just as the
scientific community is reaching near
Earlier this year, 29 pioneering English
gardens, ranging from some of the most
distant memory, the British love affair with consensus about the dangers posed by august names in English gardening to
gardens and gardening continues,
serenely untroubled by the vagaries of the
weather. The enduring popularity of
prestige events like the annual Chelsea
Flower Show and the hundreds of
thousands of visitors who flock to botanic
and show gardens around Britain
seemingly attest to a robust and healthy
national appreciation of the natural world.

Yet behind these benign assumptions


lurk troubling questions about how
genuinely this nation of nature lovers is
responding to the key environmental
challenges of our age, such as climate
change and biodiversity loss.

By current UN estimates over half the


global human population is now living in
towns and cities, a trend driven in recent
decades by massive population growth,
increasing industrialisation and the
headlong dash to urbanisation,
especially in the developing world. It’s a
pattern long familiar in the UK of course, The schools surrounding Cambridge University Botanic Garden have little or no outside green space.
one of the most densely populated CUBG has set created a 20m x 40m site to inspire children and teachers about growing plants
countries on earth, where the vast (Picture courtesy of Cambridge Botanic Garden)

20 BGCI • 2011 • Roots • Vol 8 (2) • 20-22


in particular to grow and care for
vegetables, fruits, flowers and herbs.
And it also wanted a demonstration
garden to showcase ideas and
techniques for visiting schools to
reproduce elements of an accessible,
wildlife and environment-friendly working
plot in their own school grounds.

Kick-started by a local government grant


and with early design inputs from local
schools, a detailed plan was drawn up
which took into account such factors as
circulation and footfall within the garden.
A large force of parents and botanic
garden volunteers set to work and
vegetable cultivation began in March
2007. Working with children in the
garden environment was a challenge
overcome by harnessing and effectively
channelling their natural enthusiasm to
Durham University Botanic Garden has created a Children’s Garden on a limited budget using recycled be working outside!
materials (Picture courtesy of Durham University Botanic Garden)
Cambridge is installing raised beds to
inner-city newcomers, gathered in beyond the classroom as an essential facilitate disabled access and
London to celebrate their membership of part of learning and personal engagement with the project, while a
an elite group – as accredited Growing development, whatever their age, ability sensory area and the inclusion of art
Schools Gardens (GSGs). or circumstance”. Growing Schools’ projects should enhance the site’s
particular focus is on: amenity.
Launched under the Growing Schools
initiative and jointly managed by Botanic • Food and farming, including the With its well-established reputation as a
Gardens Education Network (BGEN) and managed countryside resource for local schools and its
Farming and Countryside Education • Gardens, gardening and green spaces popularity with visiting families, Durham
(FACE), the GSGs scheme is a network • Wildlife and the natural environment University Botanic Garden’s decision in
of gardens throughout England that: 2009 to create a specific Children’s
and within this framework the scheme Garden was a natural development.
1. Exemplify good practice, including aims to provide a practical approach to its Durham hosts around 85 school visits a
risk management, in children’s core theme of care – for the individual, for year, mostly from primary schools
learning in the natural environment others and for the environment. investigating plant adaptations to their
2. Provide training for teachers and environment, and has noticed increasing
educators to develop outdoor Botanic gardens, with their historic interest in schools developing their own
classrooms for learning tradition of public engagement, grounds. A key objective was to
3. Provide access to gardens that offer a education and scientific enquiry have encourage interest in the provenance
range of plant displays and been among the first to seek GSGs and cultivation of edible plants,
opportunities for learning outside the accreditation. Cambridge University especially vegetables, and provide
classroom Botanic Garden is situated on a 40-acre opportunities for children to get actively
site about a mile from the city centre and involved. On a limited budget and using
According to BGEN board member, Gail is surrounded by urban development, recycled material – a situation familiar to
Bromley, from the Royal Botanic including several primary and secondary many schools – an interesting child-
Gardens, Kew, “achieving accredited schools with little or no outside green focused layout was created, with secret
GSGs status shows that member space. Deciding that a Growing Schools’ paths and hiding places. Adult access
gardens are benchmarking educational Garden would present ideal teaching was restricted, for example, by
visit standards. They’re delivering high opportunities, Cambridge created a 20m constructing a low tunnel of canes over
quality teaching and learning x 40m gated site with a covered which sweet peas were grown, or by
experiences for children, while at the teaching space and large vegetable cutting a child-sized entrance out of
same time effectively managing risk.” growing areas connected by a path to plywood. Flowers, decorative end edible
the rest of the Botanic Garden. plants were cultivated in raised beds, as
A key philosophical strand in the well as plants of particular ethnobotanical
Growing Schools approach is contained Two themes dominated Cambridge’s interest, like flax. When children visited
in the 2006 Learning Outside the thinking. It was keen to provide a space the nearby oriental museum to see a
Classroom Manifesto, that calls for every for school groups to visit and get mummy wrapped in linen they were able
young person to “experience the world involved with practical horticulture, to make a link to the plant.

BGCI • 2011 • Roots • Vol 8 (2) 21


Durham’s Head Gardener, Mike Hughes, particulier dans les pays développés. Au urbanización, especialmente en los
is in no doubt about the garden’s Royaume-Uni, qui est parmi les pays les países desarrollados. El Reino Unido se
success. “Just having a garden area plus peuplés au monde, la plus grande encuentra entre los países mas
designated for children has helped us to partie de la population britannique a été altamente poblados del mundo, sus
focus and think more effectively about urbanisée depuis plus d’un siècle. Un habitantes han sido urbanizados por
their needs and requirements. We’ve changement démographique et sociétal más de un siglo. Estos cambios
used the garden for a teachers’ continual aussi important pose d'immenses défis demográficos y sociales presentan un
professional development (CPD) session aux organisations comme les jardins sinnúmero de retos a las organizaciones
and it has also been visited by teachers botaniques et les réserves naturelles como lo son jardines botánicos y
looking to develop their own school dont le champ d'action se situe à reservas naturales que están
gardens.” l'intersection entre la nature et la société. funcionando como intersección entre la
Il est probable que la question la plus naturaleza y la sociedad. Tal vez las
Birmingham Botanical Gardens & cruciale, à laquelle doivent faire face interrogantes a las que se enfrenta la
Glasshouses are located on a 15-acre ceux qui sont en charge de l'éducation educación de nuestros altamente
site at Edgbaston, just outside the city des enfants et des jeunes largement urbanizados niños y adultos jóvenes es
centre. A Growing Schools Garden, urbanisés, est comment les amener à como engendrar en ambos la
designed by award-winning TV gardener réfléchir sur leur place dans le monde concientización de el lugar que ocupan
Chris Beardshaw, was installed in 2007 naturel et également les aider à ellos en el mundo natural, también
with central government backing and the comprendre le rôle fondamental de la ayudarles a entender los papeles
support of Learning through Landscapes nature dans le développement de la fundamentales de la naturaleza en el
and FACE. société humaine, la culture et la desarrollo humano de la sociedad,
recherche scientifique. David Jeffrey fait cultura y ciencia. David Jeffreys reporta
Critically, pupils from more than 30 un compte-rendu du projet « Des jardins en como la iniciativa aumentando los
schools were involved in its inception. d’écoles qui poussent », 'un réseau de jardines escolares, red de jardines
The garden’s purpose is to demonstrate jardins anglais pionniers qui s'attaque de ingleses pioneros, puede tratar de
how teaching and learning can take front à cette question. resolver esta interrogante de frente.
place outside the classroom, within
school grounds and also beyond the David Jeffreys
school boundaries. An evolutionary RESUMEN Earthscope
section explores geological history and UK
the evolution of plants and animals, and Actualmente estadísticas de las Email:
there are also aquatic, wildlife and Naciones Unidas calculan que la mitad david@jeffreyshome.demon.co.uk
storytelling areas. Onsite buildings de la población mundial se encuentra en Website: www.earthscope.co.uk
showcase modern and traditional ciudades y poblaciones, la tendencia en
sustainable construction methods. recientes décadas es una explosión For more information about the
masiva en ellas, incrementando la Growing Schools Garden Scheme and
Already the Garden has been used for a industrialización y la precipitada BGEN visit: www.bgen.org.uk
range of CPD courses and, through its
holiday workshops for children, is now
an integral part of Birmingham’s informal
education programme.

These case studies illustrate the


immense potential of botanic gardens
and similar institutions to become
agents of social engagement with their
host communities – if they possess the
necessary will and the vision. The GSGs
framework enables gardens to identify
and harness these innate capacities and
share their good practice.

RÉSUMÉ

Une étude des Nations Unies indique


que plus de la moitié de la population
humaine vit en villes , unetendance des
récentes décennies liée à un
accroissement massif de la population, The Growing Schools Garden at Birmingham Botanical Gardens & Glasshouses is used for running
au développement de l'industrialisation Continuing Professional Development courses for teachers (Picture courtesy of Birmingham Botanical
et à la course à l'urbanisation, en Gardens & Glasshouses)

22 BGCI • 2011 • Roots • Vol 8 (2)


Ouvrir une fenêtre sur la « cécité pour les plantes »
Apertura de la ventana de ‘ceguera hacia las plantas’

Opening the window on


‘plant-blindness’

Medicinal and spice plants are clear winners among ike many of the world’s botanical

visitors to the University of Vienna Botanic Garden, a L gardens, the Botanical Garden of
the University of Vienna (Hortus
Botanicus Vindobonensis, HBV), Austria,
survey has revealed, while ornamental plants and plants was originally devoted to the cultivation
of useful plants. It was founded in 1754,
used in industry trail in behind. And age also makes a when the university separated botany
from medicine to become a discipline in
difference, with pupils generally less interested than adults its own right. The new garden was
created to serve as a natural display for
in so-called ‘useful’ plants. Michael Kiehn and his medicinal and other useful plants
necessary for the academic studies of
colleagues describe how Vienna set about establishing future physicians and pharmacists. While
the main focus of the garden soon
how and with what plants they could encourage an interest changed and its collections were, from
the early nineteenth century, focused
in botany and overcome ‘plant blindness’. mainly on plants used for systematic or
morphological studies and for the
education of future botanists, the HBV
retained a species-rich collection of both
useful and poisonous plants. Right up to
the present day these plants continue to
be used in the teaching of university
courses in biology and pharmacy, but are
also, like most areas of the HBV, on view
to the circa 150,000 visitors annually
coming to the garden (Kiehn, 2007).

Curing ‘plant-blindness’

As well as the many visitors to HBV not


on guided tours, more than 6,000 people
every year are guided through the
garden as part of the Green School
Programme. This programme serves
groups of all ages but many participants
are school pupils between 6 and 18
years old; their visit to HBV is often their
first conscious contact with botany and
living plants. There does appear to be a
common perception that plants are
uninteresting or boring, and they are
often overlooked in everyday life
In a survey, spice plants and medicinal plants were consider the most interesting group of useful plants. (Hershey, 2002). One aim of HBV’s Green
Here we have Crocus sativus which provides saffron, the world’s most expensive spice (Picture courtesy of School Programme is to counteract this
University of Vienna Botanical Gardem) ‘plant-blindness’.

BGCI • 2011 • Roots • Vol 8 (2) • 23-26 23


The usefulness of plants seems to be an
important criterion for people (especially
children) when arranging plants in
groups (Krüger & Burmester, 2005).
Therefore focusing on useful plants is
likely to be a good way to attract
attention for plants in general. But how
do you choose the best plants to engage
the interest of the visitor? And what is
the best way to build on the visitors’
previous experience?

How much interest?

To answer these questions and to find


out which species can be used as
‘flagship-species’ for capturing the
visitors’ attention, it is important to take
into account which groups of plants the
target audience is likely to be interested
in. Whether or not someone has a prior
interest is a factor often overlooked in
learning curricula, but is a variable that
has significant influence on our
motivation to gather new knowledge
(Hidi & Baird, 1986). For our purposes, it
is also important to know whether
interest in useful plants is evenly
distributed within the target groups,
whether interest in plants changes with
age, and whether there are some areas
of knowledge which are ‘sexier’ than
others. These questions are very relevant
to HBV’s long tradition of teaching about
useful plants, and initiated a series of
studies which started in 2008 and are
still ongoing, with the aim of developing
an educational concept devoted to the
useful plants group.

Finding the answers

To find answers to the above questions


you need direct input from the targeted
audience. Thus a special survey was
designed, based on the ROSE-
questionnaire used in an international
study exploring the Relevance of Science
Teaching (Schreiner & Sjoberg, 2004).
For this project the conventionally
accepted classification of useful plants
into six groups was used: medicinal and
poisonous plants, stimulant herbal drugs,
edible plants, spice plants, technically
used plants and ornamental plants.

The survey was in three parts:

• First, the participants had to answer


33 questions exploring their interests
in the six different subgroups of useful Top: The useful plants group at the Botanical Garden around 1900
plants. Above: The useful plants group at the Botanical Garden in 2011

24 BGCI • 2011 • Roots • Vol 8 (2)


Furthermore, text and graphics should be
2.0 mixed, so that short paragraphs of text
alternate with corresponding pictures,
1.5 since long texts were rated as rather
boring and exhausting to read. In addition
1.0 there is a strong demand for making the
Index of interest

application of the useful plants clearer.


0.5 This is addressed by placing, about every
10 meters, small panels with explanations
0.0 for the abbreviations used on the plant
name-tags to describe the applications of
-0.5 the useful plants in the beds (e.g. ‘off.’ for
‘officinal plant’).
-1.0
Besides this first group of visitors there are
-1.5 many people who come to the garden
purely to extend their – already good –
medical plants

stimulant herbal
drugs

edible plants

spice plants

technically used
plants

ornamental plants

average interest
botanical knowledge. These individuals
would prefer to find even more information
on the panels. To satisfy them additional
media are needed, as putting more text on
the information boards would counteract
the interests of the first (large) target
pupils 10-14 yr pupils 15-18 yr occasional visitors group. The solution here is to develop a
booklet containing more detailed
friends of the BBV average interest of all groups
information on all of the useful plants in
Figure 3 – Interest in different groups of useful plants shown for different groups of visitors (Courtesy of HBV. Such leaflets have already been
University of Vienna Botanical Gardem produced for other topics in the garden
(e.g., on wild bees, living fossils, or pollen).
• Secondly, they had to respond to 20 plants and plants used for technical
questions dealing with their existing applications, on the other hand, do not While the concepts described up to now
knowledge, in order to estimate the appear to be very effective in raising refer to adult visitors, there are also
level of information that should be interest in and enjoyment of plants. programmes designed to address
offered to different groups of garden different groups of young people.
visitors. There are not only differences between According to the results of the
• Thirdly, participants were asked the groups of visitors when it comes to questionnaire there are two topics shown
whether they found an information their interests, but also differences in to be interesting to all age-groups:
panel already used in the HBV as respect to their existing knowledge (Fig. medicinal plants and spice plants. For
appealing and/or which aspects could 4). The results seem to indicate (though both of these plant groups education units
be amended. it was not statistically proven) that for have been designed for different age
educational considerations, one should classes, which include a guided tour by
The data from the survey were take into account that the same botanic an expert, but also feature phases of
statistically analysed and an average content will differently influence the investigative learning, where the pupils
value of interest was calculated for each interest of the target group members, work on the subject on their own.
of the four targeted visitor groups: according to the already existing
1) adult occasional visitors knowledge of each. Conclusion
2) visitors especially interested in plants
picked from the ‘friends association’ Practical consequences In conclusion, plants people know and
of HBV perceive as interesting are likely to
3) pupils from 10 to 14 years of age Based on this survey, educational increase their attention to botanical
4) pupils from 15 to 18 years of age. concepts to adapt the arrangement and information. The subject of useful plants
presentation of useful plants in the beds contains many elements for increasing
Spices and medicines of the Botanic Garden have been an understanding of botany in general. In
developed. Because of the diverse order to optimize the target-oriented use
As can be seen in Figure 3 the four attendance at HBV, with its many different of these plants for counteracting the
subgroups clearly differ in their focal types of visitors, the garden is a perfect problem of ‘plant-blindness’, this study is
interests. Schoolchildren in general seem place to test a variety of teaching being continued in the context of a PhD
to be less interested than adults, except methods. thesis, intended to provide more details
in stimulant herbal drugs! However, there on the distribution of interests in useful
is one general trend: spice plants and To appeal to occasional visitors of all ages plants among the garden’s visitor base. It
medicinal plants are the most interesting the information panels will comprise both marks a new departure in scientific study
groups of useful plants. Ornamental pictures and text, in equal measure. at HBV.

BGCI • 2011 • Roots • Vol 8 (2) 25


100

References: 90

, Hershey, D., 2002, Plant Blindness: 80


‘We have Met the Enemy and He is Us’.
Plant Science Bulletin 48 (3): 78–84 70

percentage
, Hidi, S. & Baird, W., 1986: 60
Interestingness – A Neglected Variable
in Discourse Processing. Cognitive 50
Science 10: 179–94
40
, Kiehn, M., 2007: Der Botanische
Garten der Universität Wien – 30
Forschungsstätte mit Tradition und
innerstädtische Oase. Museum Aktuell 20
Mai 2007, 36–9
10
, Krüger, D. & Burmester, A., 2005: Wie
Schüler Pflanzen ordnen. ZfDN 11: 85– 0
102
pupils
10-14 yr

pupils
15-18 yr

occasional
visitors

friends of
the HBV
, Schreiner, C. & Sjøberg, S., 2004:
Sowing the seeds of ROSE. Acta
Didactica 4/2004. Oslo: Dept. of
Teacher Education and School right answers don’t know wrong answers
Development, University of Oslo
Figure 4 – Percentages of right and wrong answers to questions about useful plants; an indicator for
knowledge in different groups of visitors (Courtesy of University of Vienna Botanical Gardem)
RÉSUMÉ
plantes auprès de différents publics. el interés de estos visitantes. Asimismo,
Dans la plupart des jardins botaniques, Basé sur ces résultats, un panel de los escolares mostraron menos interés
la culture et la présentation de plantes supports de communication a été que los adultos en la mayoría de las
utiles est une longue tradition. Ce développé pour correspondre aux plantas, a excepción, de aquellas que
groupe de plantes est également connu différents groupes intégrant des poseen drogas estimulantes. Los datos
pour être d'un grand intérêt pour les panneaux d'interprétation, des livrets sugieren que se necesitan diferentes
visiteurs des jardins. C'est pour cette d'information, des programmes enfoques para aumentar el
raison qu'une étude a été menée au pédagogiques, qui seront testés pour entendimiento botánico adecuado a
Jardin botanique de l'Université de leur efficacité à lutter contre la « cécité cada tipo de audiencia. Con base a este
Vienne pour définir comment les plantes pour les plantes ». estudio, un rango de medios de la
utiles peuvent être employées pour comunicación están siendo
susciter de l'intérêt pour la botanique, et implementados para cada uno de los
comment cela peut être adapté à RESUMEN diferentes grupos, incluyendo tableros
différents publics. Quatre groupes cibles de interpretación, cuadernos
ont été sélectionnés : les scolaires de En la mayoría de los jardines se cultivan informativos, programas educacionales,
deux groupes d'âges (10 à 14 ans et 15 y muestran plantas útiles de larga los cuales también serán puestos a
à 18 ans), le grand public et les groupes tradición. Siendo estas también prueba de efectividad para vencer el
spécialisés venant de l'Association des conocidas y de gran interés por los fenómeno de ‘ceguera hacia las plantas’.
amis du Jardin botanique. Le bilan du visitantes. Es por ello que por medio de
questionnaire fait ressortir que les épices una encuesta el Jardín Botánico de la Kiehn Michael, a.o. Univ.-Prof. Dr.
et les plantes médicinales sont les Universidad de Viena está buscando Head of Research Group and
groupes de plantes utiles suscitant le como emplear las plantas útiles para Scientific Director
plus d'intérêt de la part des visiteurs. Les crear un interés botánico, además, Jakobus Sales-Reichartzeder, Mag
plantes ornementales et les plantes como se puede optimizar esto para Peter Pany, Mag
utilisées pour l'industrie présentent un diferentes tipos de audiencias. Se Botanial Garden of the University
intérêt moindre pour les visiteurs. De seleccionaron cuatro grupos: dos rangos Vienna
plus, comparativement aux adultes, les de escolares (10-14 y 15-18 años), Rennweg 14
scolaires expriment moins d'intérêt pour público en general y otro grupo de A-1030
la plupart des plantes utiles à l'exception interés especial formado por la Austria
des plantes à drogues. Les données Asociación de Amigos del Jardín Email: Michael.Kiehn@univie.ac.at &
suggèrent que différentes approches Botánico. Los resultados indicaron que peter.pany@univie.ac.at
sont nécessaires pour accroître la las plantas usadas como especias y Website:
compréhension de la botanique et des medicinales fueron las que más atrajeron www.botanik.univie.ac.at/hbv

26 BGCI • 2011 • Roots • Vol 8 (2)


L'art des expositions - un mariage de la science et la culture
El arte de exposiciones - un matrimonio de la ciencia y la cultura

The art of exhibitions


a marriage of science and culture

In an exclusive interview for Roots, Ken Arnold, the London, was opened in June 2007. And
it’s an attempt to return to the origins of
Wellcome Collection’s Head of Public Programmes in this extraordinary collection and the
imagination that fired it and try to think
London, describes the imaginative journeys he and his about it in a contemporary context.

team undertake as they create a world-class programme of AV: So what do you think are the links
between science and culture?
exhibitions and lively public events exploring the links
KA: Science and culture feel so
between medicine, life and art. intermingled that separating them out
almost doesn’t make sense, because
they are, depending on what you think
Introduction idea of putting on a major display came they are, big enough to contain each
about in the 1970s, when the Science other. But in the conventional way
he Wellcome Collection in London, Museum set up its Wellcome Collection science and culture are defined. I guess

T is self-described as “a free visitor


destination for the incurably
curious”. Through the permanent and
(which it has on permanent loan) over
two floors, still pretty much the same
today. At the Trust we started doing
the links are to do with the excitement of
thinking about things you already think
about, but from a different perspective.
temporary exhibitions and lively public small temporary exhibitions during the It’s exploring the space between them,
events, the Wellcome Collection explores 1990s. The most recent Wellcome the arguments or misunderstandings,
the connections between medicine, life Collection version, based in Euston, that make exciting new things happen.
and art. In this interview, Dr Ken Arnold,
Head of Public Programmes talks to Dr
Asimina Vergou of BGCI about the
Collection’s exhibitions which he
describes as experimental,
interdisciplinary, playful and even
challenging to the public perception.

Asimina Vergou: The Wellcome Trust


has been funded since the 1930s – when
did you start developing the exhibitions
and why?

Ken Arnold: We are 75 years old this


year. Henry Wellcome, the founder died
in 1936, leaving his fortune to fund the
charity and also his enormous collection
¬– over a million objects. He gathered
this collection as a sort of a window on
the material and visual culture of health
and medicine and well-being. So I Quacks and Cures: An exciting late-night event of diagnoses and cures. Visitors had the opportunity to meet a
suppose it has been more or less quack doctor, handle live leeches or contribute to their own home remedies (Picture courtesy of Wellcome
continuously on show ever since, but the Library, London)

BGCI • 2011 • Roots • Vol 8 (2) • 27-30 27


AV: Why do you think it’s so important
for the Wellcome Trust to communicate
these links between science and
society?

KA: That’s at the heart of the Wellcome


Collection. The fruits of science are
inevitably going to be used or abused by
everybody, so why not start that process
earlier, create engagement and debate
before. For example, there are huge
protests about GM crops, or scandals
about the use of human tissue. The idea
that science is removed from society is
one that fewer and fewer people believe
in. Twenty years ago it was a struggle to
make it clear that public engagement
mattered, now the university world is
recalibrating success, not by research
excellence but what they contribute to
other spheres.
Identity exhibition: Eight Rooms, Nine Lives, 26 November 2009 - 06 April 2010 (Picture courtesy of
AV: What makes the Wellcome Wellcome Library, London)
Collection different from settings such as
the Science Museum? people to target more diverse audiences. few people are interested in, apart from
My sense is that if you put on an scientists, isn’t a good idea. It’s better to
KA: I think we’re more independent, interesting, open minded exciting have Dirt! That’s a fantastic topic
experimental. Maybe a bit more playful. programme then people will be because it is in everybody’s lives. We
Also very interdisciplinary. The Science interested in it from different focus on big topics that reward a
Museum has to be for everybody, backgrounds and that’s as effective a scientific interest, but are open to
whereas though we clearly have free way of getting a broad audience as interpretations from philosophers,
entry for all, our audience is mainly adult thinking long and hard what those historians, artists, designers.
and we try to be a cultural venue that audiences might anticipate and then
happens to be about science, rather preparing programmes based on what AV: Can you give an example of how you
than a science venue that includes you think they might like. At the develop the exhibitions, what kind of
cultural ideas. Wellcome Collection with three or four framework do you use?
major topics a year and two live events
Also, one of the things that we are trying every week, we get people of different KA: There’s no formula. But actually we
to do is use the exhibitions to think out interests. An exhibition on war and do two types of exhibitions. We do
loud, and not as a way of sharing medicine attracted many older men with exhibitions that have one-word titles like
research that has already been done. experience of war. We are about to do a ‘Dirt’, ‘Heart’ and these are topics that
The idea is not to disseminate what is Mexican exhibition about votive everyone thinks they have some idea
already known but trying to use paintings that will be marketed to about and then the trick is to find what is
exhibitions as a way of briefly bringing Hispanic communities in London. the interesting material to show. This
together ideas that are half known, so ‘top-bottom’ approach involves
really using them as a form of inquiry. AV: How do you choose the themes for immersing oneself in the subject and
your exhibitions? getting lost, and then somehow finding
AV: What would you say about the something that feels like it is the key to
visitors you are targeting? For example, KA: Some ideas come from me or my reducing the wide topic. Then with that
with the Dirt exhibition I noticed that the colleagues but lots are from outside key in mind start finding the really
signs for the specimens are quite text academics, artists, scientists, or others interesting material. The other way we
heavy. who want to work with us – in a year we do it, a ‘bottom-up approach’, is start
get maybe 200 ideas, of which perhaps from the material that we want to show
KA: We are a champion of expertise and 10 go forward to the board. We are very and then work out what’s the meaning,
not embarrassed about using sometimes keen that each exhibition is different; at what’s the significance and interest in
difficult language. I don’t think people the moment we have the exhibition on the material.
expect to understand everything and if dirt, then the Mexican miracle paintings,
you work really hard to make sure that alongside another of amulets, then one In the ‘top-bottom approach’ we carry
everyone can, you end up sharing very on the brain, and one about ability. out a huge amount of research, and
little. It may seem elitist, but our visitor Everything is medically engaged, that’s there is often a breakthrough moment
statistics are no different from the what we are about. But an exhibition on that becomes the key. For example, our
national institutions that employ a lot of the stomach or genetics or a subject that Director wanted an exhibition on identity,

28 BGCI • 2011 • Roots • Vol 8 (2)


but for ages I couldn’t work out how to AV: I guess it’s difficult to go back to the miraculous for health, and essential food
do it. As a cultural institution everything scientists and ask if the exhibition had plants like cassava and rice. From a
is about identity! And the breakthrough outcomes for them. curatorial point of view, an issue is that
came when I was thinking, ‘don’t let’s do exhibitions are usually indoors, and this
one big exhibition, let’s do 8 or 9; each KA: I do hope the people involved in our subject is all about the outdoors. So,
about one person (historical or projects feel it shifted them slightly. how can an exhibition bring the outside
contemporary) whose life, work or art, Maybe the scientists meet people who inside and how do you find a way for the
sheds light on this topic’. That was it. are interested in their subject in a exhibition to go outside of its own
And the idea for Dirt came from an different way, helping them think about space. And also an exhibition can be on
anthropologist, Mary Douglas, about dirt where their next research could go, or for three or four months; one of the
just being matter out of place, like weeds getting more involved in public obvious things about plants is that they
are just flowers out of place. So we used engagement. are alive and they change; so how could
real places at interesting times – Delft, you avoid freezing time in an exhibition
Holland in the 17th century, London in AV: As an organization providing funding and make growth a part of its subject?
the 18th and 19th centuries, Glasgow in it’s easier for you to find people willing to For the hour that people spend in the
the 19th, then New York. Each has a share their knowledge. Do you have any exhibition it’s very difficult to get them to
different story about what ‘dirt’ means. suggestions for botanic gardens on how see a great deal of change because not
That’s the trick, to turn a confusing mass to engage their scientists in a huge amount of growth happens in an
of material into a single strand. communicating their work to the public? hour. So just thinking about the change
over those four months and how that
AV: Could you also give a ‘bottom-up’ KA: Well, in science now, the idea that relates to the change in plants etc., that
approach example? you engage the public accidentally at the might be interesting.
end of a project is much less common.
KA: That sort of exhibition tends to be Organizations like ours say ‘here is AV: Dr Ken Arnold, thank you very much
collection-based so it’s finding money for research but you have to do for talking to me and sharing your
something that looks exciting, like a something that engages the public’. So expertise and experience about
skeleton. We worked with the Museum there is good motivation there. But developing exhibitions on science and
of London who has 14,000 skeletons. A perhaps find ways of making it culture.
whole graveyard was uncovered and we enjoyable? Of course scientists love their
thought, ‘Great! Put the skeletons on science, but you need to be realistic
display.’ We don’t know who they are but about how much time it takes. Choose
the archaeologists can tell that they had individuals carefully – first, because they
this disease or lived this sort of life, and have interesting ideas, second, because
what sort of people they might have they’re willing. There’s nothing worse
been, so the science re-animates. than working with people who really
don’t want to be there. And to be
AV: It seems very interdisciplinary work. honest, the other thing is brand value. In
How do you engage all these different the botanic garden world there is no one
scientists? who won’t have a good impression of
the organization, its great work, as is true
KA: We are lucky at Wellcome Trust, our of the Wellcome Trust. You have to trade
colleagues know lots of social scientists, off that a bit, about what they, as
historians, philosophers and of course scientists, can get back from the
‘hard core’ scientists – and we give them process. Training, an opportunity to
money to do research so they like us! practice things they are doing, or just
We were able to find 10 experts within a being given the name of somebody they
couple of hours, but you need people might be interested to talking to – you
excited by their subject, who can share it can give them a little boost, a fun
with others and this is a rare gift. And it’s experience and some contacts that they
important they don’t think it’s their wouldn’t have had or ideas of what else
exhibition. That means being very clear they might like to do.
about their role and managing
expectations. We have our struggles – AV: Could you suggest any plant-
a chief curator said the other day, ‘Ken, focused exhibitions in botanic gardens?
can we make sure that we never, ever,
ever collaborate with anyone again?’ KA: Focusing on some odd range of very
He wasn’t serious but sometimes you do specific plants might be an interesting
think, ‘oh God, never again!’ But we approach to an exhibition. A botanic
don’t know enough ourselves so you garden could probably want to focus on
bring people together to do things, just 10 or 12 extraordinary plants – like the Tour of the Medicine Now Gallery, Wellcome
as exhibitions bring objects together. pomegranate which may be the original Collection (Picture courtesy of Wellcome Library,
Adam’s apple and is now thought to be London)

BGCI • 2011 • Roots • Vol 8 (2) 29


la perception du public. Il existe deux être important pour leurs établissements,
For more information about the façons de s’engager sur la voie de la et de suggérer l’articulation entre
Wellcome Collection visit: conception d’expositions. Vous pouvez l’exposition de spécimens liés aux
www.wellcomecollection.org/ commencer par un vaste thème, vous plantes, en intérieur, et les collections de
Wellcome Trust also funds public immerger dans le sujet, vous y perdre plantes vivantes en plein air.
engagement projects that build puis, d’une manière ou d’une autre,
excitement and interest around science trouver quelque chose qui ressemble à
and society. For more information visit: la clé pour réduire le sujet, et avec cette RESUMEN
www.wellcome.ac.uk/Funding/Public- clé en tête vous trouverez la matière
engagement/index.htm réellement intéressante. Ou alors, vous La colección de la Institución Wellcome
commencez par la matière et, suite à en Londres, se auto describe como “una
des discussions avec des experts, vous visita libre destinada a la incurable
RÉSUMÉ avez la compréhension du thème et curiosidad”. A través de sus exposiciones
commencez à raconter les histoires qui à temporales y permanentes, y eventos
Le musée Wellcome Collection de leur tour vous mènent à des idées plus públicos se exploran las conexiones entre
Londres, se décrit comme étant « une grandes que celles simplement la medicina, la vida y el arte. En esta
destination gratuite pour les visiteurs contenues dans l'objet spécifique. entrevista el Dr. Ken Arnold, Jefe de los
incurablement curieux ». Au travers Programas Públicos, explica los pasos
d’expositions permanentes et Ken Arnold fournit des exemples que su equipo sigue para crear las
temporaires, et d’évènements publics concrets d'expositions fascinantes qui exposiciones de la colección la cual
animés, le Wellcome Collection explore sont présentées au Wellcome Collection describe como experimental,
les connections qui existent entre la et indique comment motiver et interdisciplinaria, traviesa [picara] e
médecine, la vie et l'art. Dans cet rassembler des experts de différentes incluso un reto para la percepción pública.
entretien, le Dr Ken Arnold, chef des disciplines (sciences sociales et Para hacer una exposición hay dos
programmes publics, explique la sciences naturelles). Cet entretien vise à caminos a seguir: uno, comenzando por
démarche effectuée par son équipe pour apporter de l'inspiration et des idées aux un tema grande, sumergiese en el
créer les expositions du musée jardins botaniques sur la façon de mismo, perderse en este, entonces de
Collection, qu'il décrit comme développer des expositions afin de alguna manera encontrar algo clave que
expérimentales, interdisciplinaires, mettre en lumière les liens entre science lo haga sentir reducido, y con este punto
espiègles, voire ambitieuses vis-à-vis de et culture, d’expliquer pourquoi cela peut clave en mente encontrar el material
realmente interesante. El otro camino es
estar con el material, y a partir de
conversaciones con expertos en este, se
llega al fondo de éste y se comienza a
hacer historias que generen ideas
grandes y mas allá de solo el objeto en
especifico.

Ken Arnold da ejemplos concretos de las


exposiciones fascinantes detrás de las
exposiciones de la colección Welcome y
como ustedes podrán motivar y fusionar
expertos en disciplinas muy diferentes
(sociales o de ciencias naturales). Esta
entrevista tiene como objetivo inspirar a
los jardines botánicos en desarrollar
exposiciones o escaparates que reúnan
la ciencia y la cultura, para reflejar por
qué puede ser importante para las
instituciones el combinar las
exposiciones interiores de los
especímenes de plantas relacionadas
con las cultivadas al aire libre.

Dr Ken Arnold
Head of Public Programmes,
Wellcome Trust
Gibbs Building
215 Euston Road
London NW1 2BE, UK
Email: k.arnold@wellcome.ac.uk
Dirt exhibition, Wellcome Collection, 24th March - 31st August 2011 (Picture courtesy of Wellcome Library, Website: www.wellcome.ac.uk/
London)

30 BGCI • 2011 • Roots • Vol 8 (2)


Disponibles
Recursos

Resources
RESOURCES RESSOURCES RECURSOS

Books Livres Libros

The Open Laboratory Le laboratoire ouvert El Laboratorio Abierto

The Open Laboratory is an annual Le laboratoire ouvert est une anthologie El Laboratorio Abierto es una antología
anthology of the best science writing on annuelle des meilleures publications anual de la mejor ciencia escrita en
the internet. Contributors to this anthology scientifiques sur Internet. Les Internet. Los colaboradores de esta
represent a range of professions, contributeurs de cette anthologie antología abarcan una amplia gama de
including artists, poets, students and représentent diverses professions, profesiones, incluyendo artistas, poetas,
professional science writers. These artistes, poètes, étudiants et auteurs estudiantes y escritores de ciencia
dedicated and skilled communicators scientifiques professionnels compris. Ces profesionales. Estos expertos y dedicados
present diverse and imaginative écrivains dévoués et talentueux presentan a los lectores perspectivas de
perspectives on science through a range présentent des points de vue variés et la ciencia diversas e imaginativas a través
of literary mediums and styles. Poetry, pleins d’imagination, et utilisent toute une de una amplia gama de medios y estilos
commentaries of current scientific affairs gamme de moyens de communications et literarios. Poemas, comentarios sobre
and historical narratives provide a sense de styles. Poèmes, commentaires sur des temas científicos de actualidad y relatos
of the diversity in scientific thought and a sujets d’actualité scientifique et récits históricos proporcionan un sentido de la
greater appreciation of science itself, in a historiques donnent une image de la diversidad del pensamiento científico y
way that is accessible, educational and diversité de la pensée scientifique et une una mayor apreciación de la ciencia
enjoyable. meilleure appréciation de la science elle- misma, todo ello en formas accesibles,
même, d’une manière accessible, educativas y divertidas.
Jason G. Goldman and Bora Zivkovik éducative et plaisante.
(Eds.), 2011, Lulu Press Inc, Raleigh, Jason G. Goldman and Bora Zivkovik
North Carolina, US www.lulu.com Jason G. Goldman and Bora Zivkovik (Eds.), 2011, Lulu Press Inc, Raleigh,
ISBN 13: 978-1-2571-1319-4 (Eds.), 2011, Lulu Press Inc, Raleigh, North Carolina, US.
North Carolina, US www.lulu.com ISBN 13: 978-1-2571-1319-4
The Nature Principle ISBN 13: 978-1-2571-1319-4 www.lulu.com

In The Nature Principle, Richard Louv Le principe nature El Principio Natural


sends a galvanizing message to adults
of all ages to lay down their smart Dans Le principe nature, Richard Louv En El Principio Natural, Richard Louv
phones, PlayStations and iPads, and envoie un message aux adultes de tous envía un mensaje a los adultos de todas
summon home nature. Louv presents âges pour les pousser à poser leurs las edades para olvidar por un tiempo los
personal narratives and current research smartphones, playstations et ipads et Play Station, los teléfonos inteligentes y
to support his thesis that cultivating a d’appeler la nature à venir dans la maison. los iPads, y en su lugar convocar la
relationship with nature Louv présente des récits personnels et naturaleza a la casa. Louv presenta
benefits human well- des résultats d’études historias personales e investigaciones
being on individual and actuelles pour soutenir sa actuales para apoyar su tesis de que
societal levels. This thèse : cultiver une relation cultivar una relación cercana con la
book is an inspiring, avec la nature favorise le bien- naturaleza impacta positivamente a los
encouraging and être des humains au niveau niveles individual y social del bienestar
practical guide for individuel et sociétal. Ce livre est humano. Este libro es una guía práctica
anyone wishing to un guide pratique, inspirant et inspiradora y alentadora para cualquier
bring nature back into stimulant, pour quiconque persona que desee devolver la naturaleza
their life, protect the souhaite ramener la nature dans a sus vidas, proteger la diversidad de la
diversity of life on our sa vie, protéger la diversité de la vida en nuestro planeta y crear
planet and create vie sur notre planète et créer des comunidades más sostenibles. Louv
more sustainable communautés plus soutenables. presenta pruebas convincentes de que,

BGCI • 2011 • Roots • Vol 8 (2) • 31-36


31
communities. Louv presents persuasive Louv prouve de façon convaincante que, una vez que sea superada la separación
arguments that by healing our schism en réduisant notre schisme avec la nature, de la naturaleza, los seres humanos
with nature, humans will lead healthier, les humains mèneront des vies plus llevaremos una vida más productiva, más
happier, more productive lives and saines, plus heureuses et plus saludable y más feliz, que nos permita
contribute to a brighter future for our productives, et contribuerons à un avenir contribuir a un mejor futuro para nuestro
world. meilleur pour notre terre. mundo.

Richard Louv, 2011, Algonquin Books, Richard Louv, 2011, Algonquin Books, Richard Louv, 2011, Algonquin Books,
Chapel Hill, North Carolina, US Chapel Hill, North Carolina, US Chapel Hill, North Carolina, US
www.workman.com www.workman.com ISBN 10:1-5651-2581-9
ISBN 10: 1-5651-2581-9 ISBN 10: 1-5651-2581-9 ISBN 13: 978-1-5651-2581-0
ISBN 13: 978-1-5651-2581-0 ISBN 13: 978-1-5651-2581-0 www.workman.com

Science in Public: La science en public: La Ciencia en el Público:


Communication, Culture and communication, culture et Comunicación, Cultura y
Credibility crédibilité Credibilidad

Jane Gregory and Steve Miller present a Jane Gregory et Steve Miller présentent Jane Gregory y Steve Miller presentan un
thorough and accessible analysis of une analyse complète et accessible de la análisis completo y accesible de la cultura
scientific literacy in Science in Public: culture scientifique dans La científica en La Ciencia en el Público:
Communication, Culture and Credibility. science en public: Comunicación, Cultura y
They effectively present the case for communication, culture et Credibilidad. Los autores
promoting an improved understanding of crédibilité. Ils présentent des presentan este caso de
science, scientific thought and scientific arguments en faveur d’une manera eficiente para
processes, survey the history of science meilleure compréhension de promover una mejor
communication and suggest a new la science, de la pensée comprensión de la
framework for the future of its success. scientifique et des processus ciencia y del pensamiento
Gregory and Miller also discuss how to scientifiques, étudient científico y sus procesos;
interpret scientific communication from l’histoire de la exploran la historia de la
various types of institutions that may have communication scientifique comunicación científica y
varying motivations as well as the role of et proposent un nouveau sugieren un nuevo marco
the media in science communication. cadre pour un avenir plein para su éxito en el futuro.
de succès. Gregory et Gregory y Miller también
Jane Gregory and Steven Miller, 1998, Miller abordent également discuten de qué manera
Basic Books, Cambridge, MA, US la question de comment interpretar las
www.perseusbooksgroup.com interpréter les communications comunicaciones científicas provenientes
ISBN 10: 0-7382-0357-2 scientifiques venant de différentes sortes de instituciones diversas con una
ISBN 13: 978-0-7382-0357-7 d’institutions qui peuvent avoir des variedad de motivaciones, así como el
motivations diverses et le rôle de la papel de la comunicación de la ciencia en
Styles of Knowing: A New History communication scientifique des médias. los medios.
of Science from Ancient Times to
the Present Jane Gregory and Steven Miller, 1998, Jane Gregory and Steven Miller, 1998,
Basic Books, Cambridge, MA, US Basic Books, Cambridge, MA, US
Chunglin Kwa’s Styles of www.perseusbooksgroup.com ISBN 10: 0-7382-0357-2
Knowing: A New History ISBN 10: 0-7382-0357-2 ISBN 13: 978-0-7382-0357-7
of Science from Ancient ISBN 13: 978-0-7382-0357-7 www.perseusbooksgroup.com
Times to the Present, is
a thorough and Méthodes de connaissances : une Los Estilos del Saber: una Nueva
accessible account of nouvelle Histoire de la science, Historia de la Ciencia desde la
the historical d’autrefois à aujourd’hui Antigüedad hasta el Presente
development of six
different styles of Méthodes de connaissances : une Estilos del Saber: una nueva historia de la
scientific inquiry. Each nouvelle Histoire de la science, d’autrefois ciencia desde la antigüedad hasta el
of the six styles, à aujourd’hui de Chunglin Kwa est un presente, de Chunglin Kwa es un conteo
deductive, compte-rendu complet et accessible du completo y accesible de la evolución
experimental, développement historique de six histórica de seis estilos diferentes en
evolutionary, méthodes différentes d’enquête investigación científica. Cada uno de los
hypothetical- scientifique. Chacune des six méthodes seis estilos (deductivo, experimental,
analogical, statistical and taxonomic, are (déductive, expérimentale, évolutionniste, evolutivo, hipotético-analógico,
examined in a cultural-historical context. hypothético-analogique, statistique et estadístico y taxonómico), es examinado
Kwa discusses how each style taxonomique) est examinée dans un en un contexto histórico-cultural. Kwa
developed, what influences they have contexte culturel et historique. Kwa analiza la manera en que se desarrolló

32 BGCI • 2011 • Roots • Vol 8 (2)


had on each other and how each has examine comment chaque méthode est cada estilo, sus mutuas influencias y
evolved over time. Kwa also recounts apparue, quelle influence elles ont l’une cómo cada uno ha evolucionado con el
the unique canons which each style sur l’autre et comment elles ont évolué tiempo. Kwa también da cuenta de los
used to gauge good science. This book avec le temps. Kwa rappelle également cánones particulares utilizados por cada
is an excellent reference for historians, les critères utilisés par chaque méthode estilo a manera de inidcadores de lo que
scientists, students and laypersons alike, pour dire ce qu’était une donnée es la buena ciencia. Este libro es una
for understanding the foundations of scientifique sérieuse. Ce livre est une excelente referencia para comprender los
scientific reasoning processes. référence excellente pour tous, historiens, fundamentos de los procesos del
scientifiques, étudiants et non-initiés, pour razonamiento científico, útil para
Chunglin Kwa, 2011, University of comprendre les bases du raisonnement historiadores, gente de ciencia,
Pittsburgh Press, Pittsburgh, scientifique. estudiantes y laicos por igual.
Pennsylvania, US
www.upress.pitt.edu Chunglin Kwa, 2011, University of Chunglin Kwa, 2011, University of
ISBN 10: 0-8229-6151-2 Pittsburgh Press, Pittsburgh, Pittsburgh Press, Pittsburgh,
ISBN 13: 978-0-8229-6151-2 Pennsylvania, US Pennsylvania, US
www.upress.pitt.edu ISBN10:0-8229-6151-2
Journey of the Universe ISBN 10: 0-8229-6151-2 ISBN 13: 978-0-8229-6151-2
ISBN 13: 978-0-8229-6151-2 www.upress.pitt.edu
This documentary film project, stand –
alone or companion book and 20-part Le voyage de l’univers El Viaje del Universo
educational series draws on established
scientific discoveries and cultural history Ce projet de documentaire scientifique, Este proyecto fílmico documental (solo o
to tell the grand narrative of the universe. livre et série éducative en 20 épisodes junto con un libro y una serie educativa de
It discusses the origins of the universe, s’inspire des grandes découvertes 20 partes) se basa en la historia de la
life on earth, our present planetary scientifiques reconnues et de l’histoire cultura y los
dilemmas and the impact of the human culturelle pour raconter la grande histoire descubrimientos
species concisely and comprehensively, de l’univers. Il traite des origines de científicos bien
in prose that is both beautiful and l’univers, de la vie sur terre, des establecidos para
accessible. Journey of the Universe problèmes globaux actuels et de l’impact presentar el gran
raises awareness of big picture topics of de l’espèce humaine, d’une manière relato del
cosmological history, species extinction concise et exhaustive, dans un texte à la universo. Se
and climate change without being fois beau et accessible. Le voyage de analizan los
bogged down with scientific details or an l’univers apporte une vue d'ensemble sur orígenes del
ideological agenda for what we should l’histoire de l’univers, l’extinction des universo, la vida
do. Instead, we are provoked into espèces et le changement climatique, en la tierra,
thought, promoting a deep awareness of sans être entravé par des détails nuestros actuales
the place and role of the human species scientifiques ou un parti-pris idéologique dilemas
in the universe. This epic narrative is sur ce que nous devons faire. Au lieu de planetarios y el
remarkable in both its informative scope quoi, nous sommes amenés à la réflexion, impacto de la
and power to inspire. qui encourage une profonde prise de especie humana
conscience de la place et du rôle de de forma concisa y completa, escrito en
Brian T. Swimme and Mary E. Tucker, l’espèce humaine dans l’univers. Ce récit una prosa bella y a la vez accesible. El
2011, Yale University Press, New Haven, épique est remarquable par sa portée Viaje del Universo fomenta el interés sobre
Connecticut, United States, informative et son pouvoir d’inspiration. los grandes temas de la historia
www.journeyoftheuniverse.org cosmológica, la extinción de especies y el
www.yale.edu/yup/ Brian T. Swimme and Mary E. Tucker, cambio climático sin empantanarse con
ISBN 10: 0-3001-7190-0 2011, Yale University Press, New Haven, detalles científicos o bajo la luz de una
ISBN 13: 978-0-3001-7190-7 Connecticut, United States, determinada agenda ideológica. En
www.journeyoftheuniverse.org cambio, provoca el pensamiento,
Weblinks/Websites www.yale.edu/yup/ promoviendo una más profunda
ISBN 10: 0-3001-7190-0 conciencia sobre el lugar y papel de la
COPUS: Coalition on the Public ISBN 13: 978-0-3001-7190-7 especie humana en el universo. Este
Understanding of Science relato épico es notable, tanto en su
http://www.copusproject.org Sites Internet alcance informativo como en su poder
inspirador.
COPUS is a grassroots organization that Coalition pour une connaissance
works to build connections between de la science pour tous Brian T. Swimme and Mary E. Tucker,
scientific institutions and the public in http://www.copusproject.org 2011, Yale University Press, New Haven,
support of a better public understanding Connecticut, United
of science and its value to society. Their COPUS est une association de base qui States,www.journeyoftheuniverse.org
website offers listings and links to s’attèle à établir des liens entre les www.yale.edu/yup/
organizations and individuals, institutions scientifiques et le public pour ISBN 10: 0-3001-7190-0

BGCI • 2011 • Roots • Vol 8 (2) 33


promouvoir une meilleure connaissance Sitios Web
de la science et de sa valeur pour la
société. Leur site Internet propose des COPUS: Coalición para la
listes et des liens vers des organisations Comprensión Pública de la Ciencia
et personnes, projets, blogs, récits et http://www.copusproject.org
ressources scientifiques et éducatives. Ce
réseau d’organisations et de personnes COPUS es una organización de base que
est animé par des scientifiques et trabaja para crear conexiones entre las
éducateurs passionnés venant instituciones científicas y el público en
d’universités, musées, organisations apoyo de un mejor entendimiento de la
gouvernementales et non- ciencia y su valor para la sociedad. Su
gouvernementales, dont l’objectif est de sitio web ofrece una lista y enlaces a
célébrer et d’encourager la science et le organizaciones y particulares, programas,
collectif. blogs, relatos y recursos científicos y
educativos. Esta red de organizaciones e
Compte à rebours des extinctions individuos es apasionadamente dirigida
http://www.scientificamerican.com/blog/e por científicos y educadores provenientes
programmes, blogs, narratives and xtinction-countdown/ de universidades, museos y
scientific and educational resources. organizaciones gubernamentales y no
This network of organisations and gubernamentales, cuya meta es celebrar
individuals is passionately led by y promover la ciencia y la comunidad.
scientists and educators from
universities, museums, and Extinción Cuenta regresiva
governmental and non-governmental http://www.scientificamerican.com/blog/e
organisations whose goal is to celebrate xtinction-countdown/
and promote science and community.
Extinción Cuenta regresiva, un blog de
Extinction Countdown Scientific American, que presenta noticias
http://www.scientificamerican.com/blog/ e investigaciones sobre las especies en
extinction-countdown/ peligro de extinción de todo el mundo.
Varias veces a la semana, John Platt, un
Extinction Countdown, a Scientific periodista que se centra en temas
American Blog, features news and ambientales, ofrece información sobre
research regarding endangered species Le Compte à rebours des extinctions, un una especie en peligro de extinción, por
from all over the world. Several times a blog du Scientific American, présente des qué lo está y qué se está haciendo para
week, Jon Platt, a journalist who focuses nouvelles et des études concernant les evitar su extinción. Este sitio web contiene
on environmental issues, presents espèces menacées du monde entier. una gran cantidad de información
information on a species that is in Plusieurs fois par semaine, Jon Platt, un científica, cultural y legislativa respecto a
danger of extinction, why it is in danger journaliste spécialisé en questions ciertas especies de plantas y animales,
and what is being done to prevent its environnementales, présente des incluyendo tanto a especies muy
extinction. This website contains a informations sur une espèce en voie comunes, como a otras poco conocidas.
wealth of scientific, cultural and d’extinction, pourquoi elle est en danger
legislative information regarding specific et ce qui est fait pour empêcher son ¡Aventuras de la Ciencia Urbana!
species of plants and animals, both extinction. Ce site contient une mine Explorando y descubriendo la
common and little known. d’informations scientifiques, culturelles et naturaleza en las zonas urbanas
juridiques concernant des espèces http://urban-science.blogspot.com
Urban Science Adventures! végétales et animales, certaines
Exploring & Discovering Nature in communes et d’autres peu connues.
Urban Areas
http://urban-science.blogspot.com Aventures en sciences urbaines!
Explorer et découvrir la nature
Urban Science Adventures is one of the dans les zones urbaines
blogs of Danielle N. Lee, biologist and http://urban-science.blogspot.com
outreach scientist extraordinaire.
Danielle enthusiastically writes about Aventures en sciences urbaines est l’un
different ways in which to discover and des blogs de Danielle N. Lee, une
appreciate nature in urban environments. biologiste et scientifique extraordinaire qui
She specializes in evolutionary biology a une vocation sociale. Danielle écrit de
and engaging diverse audiences. This manière enthousiaste sur les différentes
blog carries with it a myriad of awards façons de découvrir et d’apprécier la
for its ability to inform and engage. nature dans les environnements urbains.
Elle se spécialise en biologie de l’évolution

BGCI • 2011 • Roots • Vol 8 (2)


34
Bad Science et s’adresse à divers publics. Ce blog a Aventuras de la Ciencia Urbana es uno de
http://www.guardian.co.uk/science/serie remporté quantité de récompenses pour los blogs de Danielle N. Lee, bióloga y
s/badscience sa capacité à informer et à motiver. extraordinaria divulgadora científica. Con
http://www.badscience.net gran entusiasmo Danielle escribe sobre
Ben Goldacre is the author of a series of Mauvaise science las diferentes maneras de descubrir y
books, a blog and a column in the http://www.guardian.co.uk/science/series/ apreciar la naturaleza en entornos
Guardian, all aptly entitled Bad Science. badscience urbanos. Ella es especialista en biología
Goldacre, a medical doctor and http://www.badscience.net evolutiva y logra atraer a públicos
academic, believes that the diversos. Este blog ha obtenido una gran
misinterpretation of data by the cantidad de premios por su capacidad
media and general public has para atraer e informar.
become a public health issue.
Goldacre explains failures of La Mala Ciencia
understanding, downright frauds http://www.guardian.co.uk/science/series/
and bad science in general with badscience
the hopes of improving the public http://www.badscience.net
understanding of scientific issues
and science itself. This is a Ben Goldacre es el autor de una serie de
thought provoking resource on libros, un blog y una columna en el
the power of science and the periódico The Guardian, todos ellos bajo
responsibility of those whose role el acertado título de La Mala Ciencia.
entails communicating scientific Goldacre, médico y académico, cree que
knowledge to the public in a la mala interpretación de los datos que
comprehensive way. hacen los medios de comunicación y el
público en general, se ha convertido en
Ben Goldacre, 2011, Emblem Editions, un problema de salud pública. Goldacre
Toronto, Canada, www.mcclelland.com/ Ben Goldacre est l’auteur d’une série de explica los fracasos en la comprensión,
emblem/index.html livres, d’un blog et d’une rubrique dans le los fraudes y la mala ciencia en general,
ISBN 10: 0-7710-3579-9 journal The Guardian, tous nommés avec con la esperanza de mejorar la
ISBN 13: 978-0771035791 justesse Bad Science. Goldacre, docteur comprensión pública de los temas
en médecine et universitaire, pense que la científicos y de la ciencia misma. Se trata
Journal of Science mauvaise interprétation de données par de un recurso para provocar la reflexión
Communication (JCOM) les médias et le grand public est devenue sobre el poder de la ciencia y la
http://jcom.sissa.it/archive/ une question de santé publique. Goldacre responsabilidad de aquellos implicados
explique les erreurs de compréhension, en la comunicación del conocimiento
les escroqueries pures et simples, et la científico al público de manera
mauvaise science en général, dans entendible.
l'espoir de promouvoir, parmi le grand
public, une meilleure connaissance des Revista de Ciencias de la
sujets scientifiques et de la science elle- Comunicación (JCOM)
même. C’est un outil qui donne à réfléchir http://jcom.sissa.it/archive/
sur le pouvoir de la science et la
responsabilité de ceux dont le rôle Esta revista de libre acceso en línea se
implique de transmettre, d'une manière centra en la comunicación entre las
compréhensible, des connaissances instituciones científicas y el público y en la
scientifiques au public. comunicación al interior de la comunidad
científica. JCOM tiene como objetivo
Ben Goldacre, 2011, Emblem Editions, proporcionar a los académicos y
Toronto, Canada, profesionales los lineamientos teóricos
www.mcclelland.com/emblem/index.html para comunicar adecuadamente la
ISBN 10: 0-7710-3579-9 ciencia al público en general. La libre
ISBN 13: 978-0771035791 circulación de información a través de
esta revista académica refleja su pasión y
This open-access, on-line journal Journal de communication dedicación para desarrollar un diálogo
focuses on communication between scientifique (JCOM) sobre las existentes necesidades de
scientific institutions and the public and http://jcom.sissa.it/archive/ comunicación entre la ciencia y los
communication within the scientific Ce journal en ligne, d’accès libre est ciudadanos, así como los problemas que
community. JCOM aims to provide centré sur la communication entre les pueden surgir cuando una variedad de
academics and practitioners with institutions scientifiques et le grand modelos teóricos y de medios de
theoretical guidelines for communicating public, et ainsi que la communication comunicación son utilizados para divulgar
science to the public. The free circulation entre les scientifiques. JCOM vise à temas científicos.
of information through this academic fournir aux universitaires et aux praticiens

BGCI • 2011 • Roots • Vol 8 (2) 35


journal reflects its passion and des directives théoriques pour El uso de un blog para atraer al
dedication to develop a dialogue on the communiquer sur la science auprès du público a las ciencias de las
needs of communication between grand public. La libre circulation de plantas
science and citizens, and the problems l’information dans ce journal universitaire http://growingcuriosity.wordpress.com/
that may arise when theoretical models montre cette passion et cet attachement à dissertation
and a variety of media are used to développer un dialogue entre science et
popularize science. citoyens, et les problèmes qui surgissent
quand des modèles théoriques et une
Using a Blog to Engage the Public diversité de médias sont utilisés pour
in Plant Science vulgariser la science.
http://growingcuriosity.wordpress.com/di
ssertation tiliser un blog pour intéresser le
public aux sciences du vegetal
This recent dissertation is available on http://growingcuriosity.wordpress.com/
the blog, Growing Curiosity: Interesting dissertation
Things from the World of Science and
Technology of dissertation author, Hugh Ce mémoire récent est disponible sur le
Mackinnon. Mackinnon collaborated blog La curiosité qui pousse : choses
with the Royal Botanic Gardens, intéressantes du monde des sciences
Edinburgh and the Edinburgh et technologies, de l’auteur de la
International Science Festival to study dissertation, Hugh Mackinnon.
the public’s understanding of plant Mackinnon a collaboré avec le Jardin Esta reciente disertación doctoral está
science. His blog was originally part of botanique royal d’Edimbourg, Edimbourg disponible en el blog Curiosidad
the study itself but has since transitioned et le Festival international de science Creciente: Curiosidades del mundo de la
into a personal blog covering topics in d’Edimbourg pour étudier les Ciencia y la Tecnología, de Hugh
science and technology. Mackinnon’s connaissances du public en sciences du Mackinnon, autor de la mencionada
research for this dissertation evaluated végétal. Son blog était à l’origine une disertación. Mackinnon colaboró con el
the use of various types of social media partie de l’étude elle-même, mais a évolué Real Jardín Botánico de Edimburgo y el
in engaging the public in plant science, pour devenir un blog personnel traitant de Festival Internacional de las Ciencias de
discusses the importance of public sujets en sciences et technologie. Les Edimburgo para estudiar el entendimiento
engagement in science and democracy recherches de Mackinnon pour ce del público sobre las ciencias de las
in scientific communication and outlines mémoire évaluent l’utilisation de différents plantas. Este blog fue originalmente parte
how to use a blog to engage the public. médias sociaux pour développer un del estudio en sí mismo, pero actualmente
intérêt du public pour les sciences du es más bien un blog personal dedicado a
végétal, discutent de l’importance d’un temas de ciencia y tecnología. En su
intérêt du public pour la science et de la investigación, Mackinnon evaluó el uso de
démocratie dans la communication varios tipos de medios sociales de
scientifique, et montrent comment utiliser comunicación para atraer al público a las
un blog pour attirer le grand public. ciencias de las plantas. También analiza la
importancia de la participación pública en
la ciencia y la democracia en la
comunicación científica y describe cómo
usar un blog para involucrar al público.

36 BGCI • 2011 • Roots • Vol 8 (2)


Championing Plants at the Olympics

Join us for this year’s Fairchild Challenge/BGCI


Global Competition - Plant Champions
This fantastic international competition is linking plants to the
London 2012 Olympic and Paralympic Games.

Children are asked to create garlands/wreaths using their national flora, prepare a list
of plants and take an image of their wreath. Gardens will submit images of their top
entries to BGCI by Monday 23rd April 2012 and the winners of the Global
Competition will be announced on BGCI’s website and The Fairchild Challenge
Global web page in May 2012.

Plans are underway to host an exhibition of the images next year during London 2012.

To find out how you can join in visit


www.bgci.org/education/fair2
Botanic Gardens
Conservation International

Descanso House, 199 Kew Road,


Richmond, Surrey, TW9 3BW, U.K.

Tel: +44 (0)20 8332 5953


Fax: +44 (0)20 8332 5956
E-mail: info@bgci.org
Internet: www.bgci.org

ISSN 0965-2574

Announcing BGCI’s 8th Anunciando el 8o Congreso


International Congress on Internacional de Educación en
Education in Botanic Gardens Jardines Botánicos
Education and the Global Educacion y la Estrategia Global
Strategy for Plant Conservation de Conservación Vegetal

Jardín Botánico del Instituto de Biología de la Universidad Nacional


Autónoma de México, Ciudad de México, Mexico
IMPORTANT ACCOUNCEMENT – THE DATES OF THE CONGRESS HAVE CHANGED!
12-15 November 2012
This congress is for everyone involved in delivering Convocamos a todas las personas que desarrollan
communication, education and public awareness programas de comunicación, educación y concienciación en
programmes in botanic gardens. During the congress we jardines botánicos. El congreso se enfocará al análisis de
will focus on how gardens can address all targets of the como los jardines botánicos pueden abordar todas las metas
GSPC through education. We will also agree on a de la Estrategia Global de Conservación Vegetal (GSPC) a
common set of messages for plant conservation. traves de la educación. Acordarermos también un conjunto
común de mensajes para la conservacón vegetal.

Para obtener información acerca de los temas del Congreso y cómo presentar un resumen:
For information about themes and how to submit an abstract visit:

www.bgci.org/education/mexicoform