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Although the terms science and research are often used interchangeably, they sometimes have somewhat different meanings. Science is often understood to mean an established body of knowledge, as well as the pursuit of knowledge by means of unbiased observation and systematic experimentation. Similarly, research refers to the activity of doing research and to the outcome of research. However, whereas the word science often suggests objectivity, certainty, and constancy, the word research rather denotes the exploration of unknown, uncertain, and perhaps even controversial territory. There exist a number of well-recognized approaches to the philosophy of science but only a very few, scattered attempts to do a philosophy of research.

Public understanding of research (PUR) has almost the same connotations as public understanding of science (PUS). Still, some important differences may be discerned. In terms of communicative practices and scholarly research, PUR is relatively underdeveloped in comparison with PUS. PUS has many different meanings depending on context. PUR seldom takes on a definite meaning of it own but is usually used in much the same way as PUS. Even so, a few attempts to define and make use of PUR do exist.

Sometimes PUR is used to indicate an emphasis on cutting-edge research, that is, on findings where facts and data are actively contested within the research community, including data relating to the social and cultural implications of research. Because what constitutes the truth of the matter is open for debate, one might argue that this is where the greatest excitement in science takes place. PUR in this respect facilitates not only more public engagement in science but also more public debate about scientific research.

Also, PUR may be used to highlight communication and outreach activities that focus on the process of research. In contrast to the notion of the scientific method, which is specifically and formally defined in various approaches to philosophy of science, research is often described as being (in practice) much more open with respect to techniques, approaches, routines, schemes, and procedures. In this way, PUR is believed to make it easier for ordinary citizens with little knowledge about philosophy of science to feel comfortable with matters pertaining to methods and techniques of scientific knowledge production. In this entry, a few concrete initiatives explicitly focusing on PUR will be examined.

Multiagency and Multimedia PUR Initiatives

In 2000, the U.S. National Science Foundation's (NSF) Directorate for Education and Human Resources planned a new public education initiative involving coordination with other NSF directorates, multiagency collaboration, and industry partnerships. The initiative was explicitly designed to inform the public about contemporary research on a regular basis using a wide variety of media outlets. It was intended to complement other NSF activities for supporting research on communication as well as education and training efforts to disseminate information about science and engineering.

The NSF-PUR initiative was defined in contrast to existing informal science education and science literacy efforts. Such efforts had been focusing on conveying basic understandings of science rather than on examining contemporary ongoing research, it was argued. The planned NSF-PUR initiative was intended to examine the immense scope of current research by looking at research processes at the frontier of knowledge creation and by discussing what the applications of such research might be. While informal science education undertakings quite often were aimed at presenting established knowledge and the process of science in a simplified and idealized fashion based on hindsight, the new NSF-PUR initiative was to present the process of research as it is happening, including the setbacks, detours, and disagreements as well as the potential positive and negative aspects of new discoveries and new directions of exploration.

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