Science Communication Course Research Articles

Co-creating Sustainability Science Communication Through Aesthetic Formats: This is What a Transdisciplinary Moment Looks Like

Sustainability science calls for new methodologies and collaborations that go beyond disciplinary boundaries. This points to a new role for sustainability science communication. Here, we explore how science communication can employ aesthetic formats (e.g., storytelling, performance, artistic installations) to promote transdisciplinary collaborations. We conducted a series of experiments in a master-level science communication course at the University of Copenhagen, engaging students, practitioners and researchers in experimental collaborations and qualitative data collection. Through thematic analysis of classroom observations and interviews, five elements of transdisciplinarity emerged: Acknowledgement of disciplinary identities, negotiation of diverse vocabularies, disruption of hierarchical structures, experience of novel insights and evident learning processes among participants. These moments challenged direct observation but became discernible through post hoc analysis. We suggest they constitute a sequence that together describes a transdisciplinary moment. We thus conclude that the aesthetic formats we employed were instrumental in disrupting conventional boundaries and enhancing collaboration across disciplines. However, we also acknowledge the complexities of achieving transdisciplinary moments and emphasize the importance of reflective practice.

Getting it Wrong: Student Estimations of Time and the Number of Drafts in Linked Computer Science and Technical Communication Courses

Getting it Wrong: Student Estimations of Time and the Number of Drafts in Linked Computer Science and Technical Communication Courses

Science communication as interdisciplinary training

Science communication education has come a long way thanks in part to broad recognition of the importance of communication skills and the capacity for science communication courses to address that need. Similarly, the current rise in demand for interdisciplinary competencies offers new opportunities for the advancement of science communication education, and for greater contribution to preparing graduates for a rapidly changing world.

Training researchers and planning science communication and dissemination activities: testing the QUEST model in practice and theory

This study tests the potential of using the QUEST model in science communication teaching and applying the model in planning communication and dissemination (C&D) activities for research applications. Based on the training analysis, we reason that the QUEST model provides relevant criteria for understanding the function of science communication. We argue that the QUEST indicators create a theoretical foundation that can be applied in science communication courses at different levels of higher education. However, the model functions better as a supportive tool for reasoning and perceiving communication activities. The qualitative analysis of research applications' C&D activities indicates the applicability of the QUEST model for analysing C&D activities, and single indicators of the model are evident in most of the conducted activities. In the theoretical framework, we look at the dependence of the quality of science communication on general trends: the functioning of deficit and dialogical or deliberative communication models in contemporary society and in the context of mediatisation.

Integrating sustainability into a higher education science communication course

The global problems we face call for universities to prioritise science communication education and training. Here, we describe how we integrated sustainability into a master-level course in science communication through three iterations. By retrospectively analysing our actions and reflections, we demonstrate how and why we progressed from education about sustainability to education for sustainability, and finally education as sustainability. We conclude by discussing our findings, and offering our implications for the teaching and learning of sustainability science communication and of science communication.

Evaluation of an 8-week high school science communication course designed to read, write, and present scientific research.

The development of science writing and presentation skills are necessary for a successful science career. Too often these skills are not included in pre- or postsecondary STEM education, leading to a disconnect between high schoolers' expectations for college preparedness and the skills needed to succeed in college. The Young Scientist Program (YSP) Summer Focus recruits high school students from historically marginalized backgrounds to participate in eight-week summer internships at Washington University in St. Louis. Students conduct hands-on biomedical research projects under the mentorship of Washington University scientists (graduate students, post-doctorates, lab staff). Here, we present the curriculum for a science communication course that accompanies this early research experience. The course is designed to strengthen students' communication skills (critical reading, writing, presenting, and peer review) through a combination of weekly lectures and active learning methods. It prepares students for the capstone of their summer internship: writing a scientific paper and presenting their results at a closing symposium. We administered pre- and post-program surveys to four Summer Focus cohorts to determine whether the course met its learning objectives. We found significant improvements in students' self-confidence in reading, interpreting, and communicating scientific data. Thus, this course provides a successful model for introducing science literacy and communication skills that are necessary for any career in STEM. We provide a detailed outline of the course structure and content so that this training could be incorporated into any undergraduate and graduate research programs.

Science Communication Training Imparts Confidence and Influences Public Engagement Activity.

The impacts of science are felt across all socio-ecological levels, ranging from the individual to societal. In order to adapt or respond to scientific discoveries, novel technologies, or biomedical or environmental challenges, a fundamental understanding of science is necessary. However, antiscientific rhetoric, mistrust in science, and the dissemination of misinformation hinder the promotion of science as a necessary and beneficial component of our world. Scientists can promote scientific literacy by establishing dialogues with nonexperts, but they may find a lack of formal training as a barrier to public engagement. To address this, the American Society for Biochemistry and Molecular Biology (ASBMB) launched the Art of Science Communication course in 2015 in order to provide scientists at all career stages with introductory science communication training. In 2020, we conducted a retrospective survey of former participants to evaluate how the course had impacted participants' science communication behaviors and their confidence engaging with nonexperts, as well as other benefits to their professional development. We found that scientists were significantly more likely to communicate with nonexpert audiences following the course compared to before (77% versus 51%; P < 0.0001). In addition, quantitative and qualitative data suggested that scientists were more confident in their ability to communicate science after completing the course (median of 8, standard deviation [SD] of 0.98 versus median of 5, SD of 1.57; P < 0.0001). Qualitative responses from participants supported quantitative findings. This suggested that the Art of Science Communication course is highly effective at improving the confidence of scientists to engage with the public and other nonexpert audiences regardless of career status. These data-driven perspectives provide a rationale for the implementation of broadly accessible science communication training programs that promote public engagement with science.

Engagement in science communication among science and communication scholars in selected Nigerian universities

There is a gross paucity of science communication researches in Nigeria and no research data exists on engagement in science communication between science and communication scholars in Nigeria. This gap necessitated this study. To gather data, we analyzed twelve departmental handbooks of six universities offering science and communication courses to determine the extent to which science communication was provided for in their curricula. We also conducted interviews with science and communication leaders in the selected twelve departments in the six universities to gauge their involvement in science communication. Some of the key findings were that both science and communication disciplines did not give science communication a commendable emphasis. Also, many academic leaders interviewed did not actually get involved in various science communication activities examined. Based on these findings, we conclude that science communication pedagogy, practice, and scholarship in Nigeria are very low. Therefore, it is recommended that science and communication scholars include more science communication courses into their academic curricula, and get more deeply involved in public and citizen science, media science, and virtual/online science communication efforts. These steps, it is believed, would help advance science communication in Nigeria.

Abstract 2661: Participants Gain Significant Professional Skills and Communication Confidence through the Art of Science Communication Course: A Retrospective Survey Study

Abstract 2661: Participants Gain Significant Professional Skills and Communication Confidence through the Art of Science Communication Course: A Retrospective Survey Study

Perceptions of Scientists Before and After Taking a Graduate Level Science Communication Course

Science education and communication students do not often see themselves as scientists although the future of science is highly dependent upon effective science communication. The purpose of this study was to determine if a science communication course could alter graduate students’ perceptions of scientists and their own self-perception as a scientist. Using a semiotic approach and the Draw-A-Scientist-Test (DAST), participants were asked to draw an image of a scientist based on their perceptions on the first and last day of a 16-week course. Analysis of the images prior to the course indicated failure by students to perceive themselves as scientists. After taking the course, participants depicted being a scientist as a process and described scientists based on their roles. The participants’ failure to identify themselves as scientists before the class indicates a gap in undergraduate curriculum educating students about the diversity of scientific roles within society and the academy. As such there is need for a comprehensive review of course offerings at the undergraduate level to ensure students are not only equipped with scientific knowledge but that they develop a clear understanding of who a scientist is as well as the roles of scientists.

Science communication skills as an asset across disciplines: A 10-year case study of students' motivation patterns at Université Laval.

As the demand for science communication proficiency is growing and post-secondary science communication courses and programs are launched or redesigned, it is paramount to understand who takes these courses and why. Based on a convergent mixed methods approach, this article explores the characteristics and self-reported motivations of students enrolled in an online science communication course at Université Laval, Canada, from 2009 to 2018. Results show that the typical science communication student is a woman with a career-orientated motivation pattern, mostly seeing science communication skills as an asset for a career in communication, science, or health. Be it career-driven, interest-driven, or online education-driven, motivation pattern differences emerge depending on the students’ gender or field of study. Those patterns offer new paths of research, such as exploring the impact of science communication program design or of advertising strategies on enrollment.

Learning to improvise, not criticize: Using improvisation techniques to enhance students’ ability to engage in civil discourse about science

The polarizing nature of many science-based topics often causes people to engage in a hostile manner with those who have differing perspectives. As the next generation of scientists and industry professionals, students studying in science-based disciplines must understand the value of civil discourse. Additionally, they need the skills necessary to engage civilly with individuals whose beliefs differ from theirs as one way to improve relations between the science community and lay audiences. Civil discourse challenges students to apply best practices of science communication in impromptu discussion, think critically about alternate perspectives, and empathize with the experience of others. The classroom activity builds upon improvisation techniques which enable students to define civil discourse, articulate the importance of civil discourse in science communication, and use civil discourse techniques when engaging in difficult conversations about science. Courses Science communication courses across course levels to improve students’ ability to engage in civil discourse when discussing controversial science topics. Objectives This activity aims to teach students to (1) define civil discourse, (2) articulate the importance of civil discourse in science communication, and (3) use civil discourse techniques when engaging in difficult conversations about science.

"Unless You Can Explain": Voices of Graduate Students and Their Professor Regarding theImportance of Science Communication Course

This study aimed to analyse the experiences of graduate students and their Professor deal with science communication courses. Capturing the nature and the pedagogic experiences of the courses and also describing the hot issues around them were the main focus of this study. By using a constructivist approach, eight graduate students and one Professor of science education program at a public university in the East of Taiwan submitted participant qualitative interviews to discuss their learning experiences in the courses. The findings revealed that first; science communication bridges the gap between people and science communities and includes communication between various other longer-established academic domains. Second, science communication is about interpersonal and public communication among and by science professionals. Third, it emphasises the importance of communicative pedagogy: instructional design, media and technology, classroom management, interpersonal interaction, and assessment. Fourth, the hot issue around science communication can be reviewed from science content, nature of science, and social cognition theory. This study pinpoints the position of science, communication, and science communication as a package in which giving a linkage between scientists and science communicators as collective roles.

Scaffolded Curriculum for Developing Science Communication Skills in Life Science Undergraduates.

Strong communication skills are essential for future science professionals, but practical training has not been featured strongly in undergraduate curricula. To better train diverse life science majors in communication theory and skills, we created a foundational 200-level course and an advanced 400-level science communication course. Here, we outline the strategy, including lesson plans, assignments, and grading rubrics, for these courses. The science communication assignments presented are diverse in terms of audience, including communication to fellow scientists, to clinicians, and to the public, as well as in terms of format, including written, oral, and visual modes. We also provide suggestions for placing assignments designed to build upon each other into preexisting courses in a scaffolded manner to promote mastery of science communication skills.

Lessons From the Pandemic: Engaging Wicked Problems With Transdisciplinary Deliberation

Some crises, such as those brought on or exposed by the COVID-19 pandemic, are wicked problems—large, complex problems with no immediate answer. As such, they make rich centerpieces for learning with respect to public deliberation and issue-based dialogue. This essay reflects on an experimental, transdisciplinary health and science communication course entitled Comprehending COVID-19. The course represents a collaborative effort among 14 faculty representing 10 different academic departments to create a resource for teaching students how to deliberate the pandemic, despite its attending, oversaturated, fake-news-infused, infodemic. We offer transdisciplinary deliberation as a pedagogical framework to expand communication repertoires in ways useful for sifting through the messiness of an infodemic while also developing key deliberation skills for productively engaging participatory decision-making with concern to wicked problems.

Assessment by Audiences Shows Little Effect of Science Communication Training

As the science community has recognized the vital role of communicating to the public, science communication training has proliferated. The development of rigorous, comparable approaches to assessment of training has not kept pace. We conducted a fully controlled experiment using a semester-long science communication course, and audience assessment of communicator performance. Evaluators scored the communication competence of trainees and their matched, untrained controls, before and after training. Bayesian analysis of the data showed very small gains in communication skills of trainees, and no difference from untrained controls. High variance in scores suggests little agreement on what constitutes “good” communication.

Visualizing the analysis: Using infographics to strengthen critical thinking skills

Courses: Science communication courses across course levels. Objective: This activity aims to introduce students to critical thinking concepts and strategies that have applicability and transferability throughout students’ academic and professional careers while deepening their understanding of identifying, discussing, and analyzing scientific issues.

Bin monsters for promoting waste separation behavior

ABSTRACTThe aim of this study was to explore the application of recycling bins to improve waste separation practices of undergraduate students from the Department of Environmental Science in the Faculty of Science at Chulalongkorn University. Bin monsters, waste separation bins shaped like monsters, were created by 11 undergraduate students in the Environmental Science Communication course. The results showed that most participants (undergraduate students from the Department of Environmental Science) had a good working knowledge of waste separation and a positive attitude toward recycling. However, their sorting behavior did not correspond with their knowledge or attitude. To increase their awareness and improve their behavior in solid waste separation, the program should be continued and more bin monsters should be deployed.

Understanding the Role of Likeability in the Peer Assessments of University Students’ Oral Presentation Skills: A Latent Variable Approach

ABSTRACTThe purpose of the present study was twofold: (a) it examined the relationship between peer-rated likeability and peer-rated oral presentation skills of 96 student presenters enrolled in a science communication course, and (b) it investigated the relationship between student raters’ severity in rating presenters’ likeability and their severity in evaluating presenters’ skills. Students delivered an academic presentation and then changed roles to rate their peers’ performance and likeability, using an 18-item oral presentation scale and a 10-item likeability questionnaire, respectively. Many-facet Rasch measurement was used to validate the data, and structural equation modeling (SEM) was used to examine the research questions. At an aggregate level, likeability explained 19.5% of the variance of the oral presentation ratings and 8.4% of rater severity. At an item-level, multiple cause-effect relationships were detected, with the likeability items explaining 6–30% of the variance in the oral presentation items. Implications of the study are discussed.

Thirty Years of a Science Communication Course in Australia

Since 1985, the Science Circus program has recruited science graduates Australia-wide and provided them with science communication training leading to a university degree. On qualifying these graduates demonstrate highly diverse career paths reflecting the relevance of science communication training to other disciplines. Graduates, by their activities, have contributed to the growth of science communication as an academic discipline and an “industry”—both in Australia and abroad. It suggests that science communication training can have impact far beyond narrowly defined disciplines and skill sets, and this impact is worthy of further exploration.