Scientific Communication Skills Research Articles

Scientific Communication Initiative at a Medical Military Library

Implementation of new scholarly communication library service in the digital age is characterized by the competitive forces between the old library information services and the ambiguity of future information services. This research analyzes the development process of scientific initiative and collaborative partnership in the military medical library environment aimed to enhance the quality of scientific communication and information skills in military residents and clinicians. The hindering internal and external forces and facilitators of developing and implementing scientific initiative service in the military medical library are evaluated. The environmental analysis was conducted to determine the scholarly communication needs in the scholarly military medical environment. The ambassador-based model was used for the development of scientific communication initiative (SCI) at the military medical library. The SCI consisted of two components: library information communication and scientific communication. This implementation in the military medical environment enhanced scholarly communication, research skills development, and information education. A collaborative Scientific Hub, and liaison partnerships with military graduate medical education program directors and clinicians enhanced the scientific communication and information skills in residents. The Ambassador model, used in the development of scientific initiative in academic and military environments, was valuable for developing and implementing specialized interdisciplinary and multidisciplinary information services in the academic and military environment. Higher education hierarchy, educational needs, organizational hierarchy, academic culture, and educational environment influence the implementation of information services in academic and military environments.

Evolving Attitudes of Science Graduate Students Toward Science Policy and Communication

Widespread changes in the exchange and politicization of science have made it imperative for scientists to be prepared to engage in science communication and science policy. Separately, science graduate students express interest in a more diverse array of career trajectories beyond the traditional academic research path. These forces together inspire changes to graduate education to develop critical science communication and policy skills. However, universities remain focused on training students in primarily academic research skills. This case study measured changes to beliefs about and participation in science communication and policy among science graduate students over three years to better understand the evolution of interest in these practices. Importantly, not only did students report a significantly increased interest in and belief in the importance of science communication and policy, but also these increases were observed regardless of their initial beliefs. Graduate students also provided qualitative feedback about the reasons behind these changes and perceived barriers to participating in science communication and policy. These data help to both motivate universal changes to graduate education to include science communication and policy and to inform stakeholders on how these changes can be optimally designed to address barriers and interests. Finally, corresponding policy changes are recommended to departments, universities, scientific societies, and other stakeholders to enact effective change to graduate training.

Profile of Pre-service Physics Teachers' Representational Fluency on Electrostatic Concept

Science teachers have to master representational to communicate and be aware of the students’ difficulties in understanding science concepts. This study aims to determine representational fluency as part of science communication skills in pre-service physics teachers. This study uses descriptive analysis techniques based on the percentage. The research subjects are 50 pre-service physics teachers aged between 19 and 22 years. This study was conducted at the Study Program of Physics Education of a college in Maluku. How fluent is a pre-service physics teacher in representing the concept of electrostatic was measured using 15 valid and reliable representational fluency multiple choice test that includes four component of representational fluency: constructing single representation, constructing multiple representation, translating between representation and reviewing single representation. The findings of the present study indicate that although students had started to learn concepts of electrostatic their representational fluency is still low. The preservice teachers’ rate of giving correct answers to the test items varies between 8% and 48%. The mean score of the pre-service teachers was found to be 4.06. Keywords: representational fluency, electrostatic

Assessing an assets-based environmental fellowship through a community cultural wealth lens

Civic engagement in environmental issues creates opportunities for students to explore and combine interests in the environment and community action as well as to develop new perspectives related to social justice issues. This manuscript examines the outcomes of a yearlong eco-civic fellowship for undergraduates representing a variety of cultural backgrounds and identities. The program design and assessment employed an assets-based approach, with analysis methods grounded in the community cultural wealth (CCW) framework and science capital. Pre-interviews indicated that participants (n = 10) self-reported high levels of science and aspirational capital but wanted to grow their social, linguistic, and navigational capital. Post-interviews suggested that the fellowship enhanced all forms of capital, but further development of linguistic capital through improved science communication skills was desired. The assets-based approach allowed the program to leverage the resources, knowledge, and experiences students brought to the fellowship while enhancing areas in which students expressed a desire for growth. Recommendations for using assets-based approaches in programming are also discussed.

Nutrition employability and graduate readiness: The Australian Working in Nutrition study.

Nutrition science graduates contribute to the nutrition workforce by bringing specialist knowledge and skills needed to address future food challenges. This study aims to provide a snapshot of the current employment landscape for nutrition science graduates in Australia and how well their degrees prepare them for employment. A cross-sectional survey of Australian tertiary nutrition graduates was conducted to explore tertiary training, employment pathways and their perceived preparedness for practice. This study included a final sample of 119 graduates from 17 Australian tertiary institutions. Almost two-thirds of respondents had completed further training. Most graduates (77%, n = 91) had worked in a food, nutrition science or health-related role after their degree; the most frequently cited employment settings were government or public health organisations; research, not-for-profit or nongovernment organisations; and the food industry. Work-integrated learning was identified as a key predictor of graduates working in a role that differed from their expectations as a student. The skill categories developed during nutrition training that were most valued in the workplace included nutrition and scientific knowledge, and professional and communication skills. This study offers first insights into the current employment landscape for nutrition graduates across Australia. Findings show that current nutrition science professionals are highly qualified and prepared to navigate the evolving demands of nutrition practice. Regular review of graduate employment will inform nutrition science curriculum to enable graduates to be well equipped in the face of dynamic practice settings.

Enhancing medical students' science communication skills: from the perspective of new media.

With the development of science over the years, people have increasingly realized the importance of science communication. Unfortunately, very little research has focused on helping medical students develop the capabilities of science communication. To improve medical students' science communication and evaluate the effectiveness of New Media through mobile clients in health science communication, a competition was held among medical undergraduates. Outstanding works were selected for publication on our official health science communication WeChat account. Furthermore, the participants volunteered to complete a questionnaire survey to help us assess students' awareness of science communication. Our analysis revealed that students had a strong willingness to serve society and to participate in science communication work. Students generally agreed that science communication work had excellent effects on professional knowledge and related skills. In addition, the correlation results showed that the greater students' willingness to participate in health science communication was, the greater their sense of gain. New Media effectively expand the influence of students' popular science works. Our findings suggest that competition in science communication has a positive impact on enhancing students' awareness and capabilities in science communication. In addition, New Media are an effective way to improve students' scientific communication efficiency. However, we also noted that students' participation rate and enthusiasm for scientific communication were not high. Further research is needed to determine the reasons for this situation and potential strategies to further improve students' science communication.NEW & NOTEWORTHY The science communication competition had a positive impact on helping medical students develop awareness and capabilities for science communication. In addition, New Media are an effective way to improve students' scientific communication efficiency.

Efektivitas LKPD Berbasis Inkuiri untuk Meningkatkan Kemampuan Komunikasi IPA Peserta Didik

This research aims to test the effectiveness of inquiry-based student worksheets in improving students' science communication skills. The research design used in this study is a quasi-experimental design. The research population consists of fourth-grade students in a private school for the academic year 2022/2023. One class, specifically class IV A, was chosen as the sample from the two available classes. Data collection techniques in this study were conducted through interviews, tests, and observations. The research instruments used were (1) research instruments including the learning implementation plan, and (2) data collection instruments including test instruments in the form of pre-test and post-test evaluation sheets. The communication skills gain index obtained in class IV A was 0.79 or 79.49%. Furthermore, the N-Gain Score of 0.79 is categorized as high because the N-Gain Score of 0.79 > 0.7. Therefore, the improvement in students' science communication skills using inquiry-based student worksheets is considered high, meaning that students' science communication skills using inquiry-based student worksheets have significantly improved compared to before the learning process.

Enhancing Scientific Communication Skills of Pre-Service Science Teacher Through Guided Inquiry Learning on Basic Physics Laboratory Activities

This study aims to describe the enhancement of students' science communication skills through the application of guided inquiry learning models in laboratory activities. The method used to describe science communication skills is to use pre-experiment research. The samples used in this study were 60 physics education students in the odd semester 2023/2024 who took basic physics practicum courses. The implementation of the guided inquiry learning model in the four meetings. The results of improving science communication skills were based on three indicators that researchers have limited. The result analysis used non-test instruments like observation sheets. The sub-scientific communication skills are: 1) searching information, 2) scientific writing, and 3) representing information. Based on the observation results, it was found that the application of the guided inquiry learning model can train students' science communication skills in sub-skills of seeking information with a percentage increase of 74%, sub-skills of scientific writing with a rise of 67% and sub-skills of representing information at an increase in percentage of 76%. Each average score on the third and fourth meetings shows that science communication skills are in the very skilled category

The teaching of science communication in higher medical education in Peru in the context of the COVID-19 post-pandemic

The COVID-19 pandemic has underscored the importance of effective science communication skills among medical students. Developing countries, in particular, face unique challenges in assessing the adequacy of such training. To bridge this knowledge gap, we designed and administered a survey in Spanish to evaluate science communication skills among Peruvian medical students (n=69). Our preliminary study demonstrates the statistical robustness of the survey and provides valuable insights into self-reported science communication proficiency. By identifying the strengths and areas for improvement in science communication, this research represents a crucial step in addressing the communication challenges within the Peruvian healthcare system.

Exploring Black Undergraduate Students' Communication and Biology Education Experiences about COVID-19 and COVID-19 Vaccines During the Pandemic.

Effective communication about science is a core skill undergraduates should learn, but little research has explored how students communicate about culturally controversial science topics. In this study, we explored how Black undergraduate science students took on the role of science communicators in their communities during the COVID-19 pandemic. We interviewed 23 Black students about their experiences learning about COVID-19 vaccines and communicating about COVID-19 vaccines to their communities. We found that students' racial/ethnic and science backgrounds made them feel a responsibility to be effective communicators about COVID-19 vaccines as potential trusted messengers within their communities. However, students were using limited strategies when communicating and were unsure how to communicate about COVID-19 topics effectively to those who were vaccine-hesitant or doubted the severity of the pandemic. Finally, students described ways that their biology instructors could have helped them be more confident when communicating about COVID-19 vaccines with their communities. Findings suggest that biology instructors could teach science communication principles in addition to content knowledge about culturally controversial science topics in their undergraduate classes to build on students' developing science communication skills.

PATTERN of Open Science in Croatia

The PATTERN project, officially known as "Piloting open and responsible Activities and Trainings Towards the Enhancement of Researchers Networks," is a comprehensive initiative funded by the European Commission under the Horizon Europe programme. Its primary focus is to advance open and responsible research and innovation (Open RRI) across Europe through training for researchers to enhance their capacity for effectively addressing societal challenges while promoting transparency and inclusivity in research. The project spans 42 months and involves a total of 19 organisations and institutions from 13 European countries, including the Ruđer Bošković Institute in Croatia, contributing to the development and implementation of training programs tailored for researchers at allcareer stages.PATTERN's training modules cover a diverse range of topics vital to open RRI, including open access, FAIR data management, citizen science, research integrity, gender equality, non-discrimination, inclusion in research, dissemination and exploitation of results, science communication, and management and leadership skills. By addressing these crucial aspects, the PATTERN project aims to equip researchers with the knowledge and skills necessary to excel in today's dynamic research landscape. The project’s implementation began by systematic mapping and comprehensive analysis of contemporary educational opportunities for researchers on Open RRI, after which comes the development of innovative curricula, with an emphasis on inclusivity and fairness in the modules.Implementation and testing are integral components of PATTERN's strategy. The project intends to test its training modules through a variety of tailored activities conducted by nine core partners and five associated institutions, which will act as pilot institutions across Europe. PATTERN's expansive network includes Croatia, Finland, Greece, Hungary, Ireland, the Netherlands, Portugal, and Turkey. This network, encompassing OpenAIRE members and National Open Access Desks (NOADs), ensures a broad and diverse reach for the project's training curricula.Crucially, PATTERN will establish a digital platform, where all training materials will be openly accessible, providing a solution for hosting and disseminating freely available training modules. This platform will not only facilitate knowledge sharing but also mobilise and moderate the research and innovation community. It will serve as a valuable resource for relevant bodies and institutions responsible for educating researchers, disseminating project results, and promoting OS practices in multiple languages. Based on the accumulated knowledge and insights, a series of policy recommendations will be designed and developed, targeting European Union bodies, national entities, higher education stakeholders, and research institutions, ultimately promoting open and responsible research practices at a systemic level.There is an ongoing demand for training and promotion of open science (OS) topics in Croatia among researchers, with a notable deficiency in formal OS education within Croatian higher education institutions. To bridge this gap and promote OS practices effectively, PATTERN leverages a wealth of expertise accumulated through EU projects that have laid the groundwork for comprehensive training programs designed to enhance researchers' competencies. The PATTERN project represents a pioneering effort to advance open and responsible research and innovation practices in Europe. With active participation from institutions such as the Ruđer Bošković Institute, PATTERN aspires to empower researchers and institutions alike. By developing comprehensive training modules, creating a collaborative platform, and providing policy guidance, PATTERN is poised to contribute significantly to the advancement of science and society in the European Research Area.

STUDENT RESPONSE TOWARD THE SCIENCE COMMUNICATION SKILLS-BASED INTERACTIVE E-MODULE

The science learning process in the 21st century era, especially at the tertiary level requires prospective science teachers to have science communication skills. Science communication skills are part of the science process skills that direct students to be able to express ideas, knowledge which contains data and facts that can be expressed in oral or written form. Science communication skills are considered as a source for developing and creating knowledge in the science learning process which are needed to act as a link so that students can share their experiences and understanding. Apart from that, the lack of availability of teaching materials in biotechnology lectures is a concern in this research. This research aims to describe student responses toward the science communication-based interactive e-module that has been developed and implemented in the Biotechnology course. This research is a quantitative descriptive study using a survey method. The samples involved in the research were 37 students from the sixth semester of the Science Education Study Program, class B, where practical tests were carried out on a limited scale. The research sample was taken using random sampling. The instrument used was a student response questionnaire sheet consisting of 40 statements. The data obtained includes practical results through student responses toward the e-module being developed. Student response questionnaires were analyzed quantitatively using descriptive analysis. The research results showed that student responses were very positive from all respondents with an overall average percentage reaching 82%. It can be concluded that the science communication-based interactive e-modules can be well received by science students as users.

A Comparison of Science Learning Skills in the Teacher-centered Approach and Inquiry-based Science Fieldwork: Primary School Students' Perceptions

This paper describes and compares primary school students' perceptions of science learning skills in a teacher-centered approach (TCA) and in inquiry-based science fieldwork (IBSF). This comparison was prompted by primary school students' perceptions of science learning skills, which has recently gained momentum, and the Namibian primary schools' recent curriculum shift from TCA to IBSF. The study utilized quantitative cross-sectional data (n = 237) collected from two primary schools in the Oshana region of Namibia. The data were gathered via an online survey and were analyzed using descriptive statistics. The Mann–Whitney U test was used to compare the TCA and IBSF groups. The results revealed that the students had positive to fairly positive perceptions of science learning skills in IBSF and very negative to negative perceptions of science learning skills in TCA, with the difference between the two perceptions being statistically significant. This may indicate that Namibian primary school students find it hard to develop science learning skills under TCA. Therefore, the current study provided evidence for the need to focus more on supporting students' science learning skills, particularly problem-solving, communication and teamwork skills. This implies that the IBSF teaching approach, which allows students to become aware of the importance of science learning skills, must be adopted in Namibian primary schools. The paper also discusses the benefits of IBSF of science learning skills in students.

A low-cost cure for CUREs: An undergraduate microbiology course engaging students in authentic research using publicly available datasets.

Undergraduate research experiences are key to preparing STEM students for a range of careers and graduate programs, and to impacting retention in STEM. Providing undergraduate research experiences can be challenging for institutions due to the high cost associated with equipment and reagents, lab space, and research mentors. In this study, we present an upper-level microbiology seminar course that does not require these resources, as each student chooses and performs their own research project using data obtained from publicly available datasets. The faculty member provides hands-on instruction and regular feedback to mentor the cohort of students through all stages of their research projects, from honing a research question, to choosing a dataset, to data analysis and visualization. Students build science communication skills through each writing a scientific paper, and creating and presenting a scientific poster. These papers and presentations, along with results from student pre- and post-surveys, demonstrate that students built research and communication skills, while also building their confidence and interest in science careers. To access this research experience, students only need to register for this course; no application or selection is required, and no prior research experience is expected. The use of publicly available data makes this course a low-cost way to integrate authentic research projects into the college curriculum, and can be adapted to courses in any discipline. Such "low-cost CUREs" (course-based undergraduate research experiences) can be used to build capacity for undergraduate research experiences that are so crucial to preparing students for opportunities in and beyond college.

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.

Analysis of the Infusion of Science Process Skill Contents into the Ethiopian Grade Nine Biology Textbook: A Content Analysis

This study aims to assess the status of Science Process skill contents in the Ethiopian grade nine biology textbooks. It evaluates the inclusion of basic and integrated science process skills (SPS) involved in scientific inquiry using the eleven Science Process Skills indicators. After having accessed the Ethiopian grade nine biology textbook from the net, the researchers read it once and again while doing this research. The content analysis research design was used in this research. The result confirmed that basic science process skills cover an excessive percentage compared to integrated science process skills. The skills included in the textbook were inferring, observing, and classifying (from the basic SPS), experimenting, and modeling (from the integrated SPS). The textbook is additionally not often made out of scientific communication skills and data collection and interpretation SPSs. However, the textbook no longer consisted of the prediction (from the basic SPS) and hypothesizing and controlling variables (from the integrated SPS). Generally, the research findings confirmed the unequal integration of SPS in the textbook. On the premise of the findings of this study, the researchers forwarded that textbook writers and professionals at the Ministry of Education need to prepare a preferred and harmonized biology textbook with a reasonable balance of all the integrated skills that could increase students’ use of the integrated scientific skills

Science communication in experimental biology: experiences and recommendations.

During the century of Journal of Experimental Biology's existence, science communication has established itself as an interdisciplinary field of theory and practice. Guided by my experiences as a scientist and science writer, I argue that science communication skills are distinct from scientific communication skills and that engaging in science communication is particularly beneficial to early-career researchers; although taking on these dual roles is not without its difficulties, as I discuss in this Perspective. In the hope of encouraging more scientists to become science communicators, I provide: (i) general considerations for scientists looking to engage in science communication (knowing their audience, storytelling, avoiding jargon) and (ii) specific recommendations for crafting effective contributions on social media (content, packaging, engagement), an emerging, accessible and potentially impactful mode of science communication. Effective science communication can boost the work of experimental biologists: it can impact public opinion by incisively describing the consequences of the climate crisis and can raise social acceptance of fundamental research and experiments on animals.

COMPARATIVE ANALYSIS OF NEURAL NETWORK MODELS FOR THE PROBLEM OF SPEAKER RECOGNITION

The subject matter of the article are the neural network models designed or adapted for the problem of voice analysis in the context of the speaker identification and verification tasks. The goal of this work is to perform a comparative analysis of relevant neural network models in order to determine the model(s) that best meet the chosen formulated criteria, – model type, programming language of model’s implementation, parallelizing potential, binary or multiclass, accuracy and computing complexity. Some of these criteria were chosen because of universal importance, regardless of particular application, such as accuracy and computational complexity. Others were chosen due to the architecture and challenges of the scientific communication system mentioned in the work that performs tasks of the speaker identification and verification. The relevance of the paper lies in the prevalence of audio as a communication medium, which results in a wide range of practical applications of audio intelligence in various fields of human activity (business, law, military), as well as in the necessity of enabling and encouraging efficient environment for inward-facing audio-based scientific communication among young scientists in order for them to accelerate their research and to acquire scientific communication skills. To achieve the goal, the following tasks were solved: criteria for models to be judged upon were formulated based on the needs and challenges of the proposed model; the models, designed for the problems of speaker identification and verification, according to formulated criteria were reviewed with the results compiled into a comprehensive table; optimal models were determined in accordance with the formulated criteria. The following neural network based models have been reviewed: SincNet, VGGVox, Jasper, TitaNet, SpeakerNet, ECAPA_TDNN. Conclusions. For the future research and practical solution of the problem of speaker authentication it will be reasonable to use a convolutional neural network implemented in the Python programming language, as it offers a wide variety of development tools and libraries to utilize.

Better Writing, Brick by Brick: a Student-Centered Writing Exercise Using LEGO.

Supporting student development of clear science communication skills is critically important and incredibly challenging. In this activity, to help students understand the importance of clear written communication, students work in pairs with LEGO bricks. One student with a completed LEGO structure describes a small LEGO construction, directing a second student to build it, sight unseen. This exercise serves three aims. First, it acts as an icebreaker in the beginning of this writing-intensive course; second, it prompts thinking about the features of clear communication; and finally, it highlights challenges in written communication. The exercise is followed by a short debrief and an in-class writing assignment. Most students found the exercise to be enjoyable and useful and advised including it in future course offerings. With modifications, it also runs well in an online format, and is easily adaptable to many other course contexts.

INTEGRATING SCIENTIFIC LITERACY AND COMMUNICATION IN THE CURRICULUM: A PATHWAY TO BRIDGING THE SCIENCE-SOCIETY GAP

Science communication plays a pivotal role in shaping our society by promoting scientific literacy and empowering individuals to make informed decisions. This abstract explores the transformative potential of improved science communication skills and highlights their significance in various contexts. Effective science communication bridges the gap between the scientific community and the public, fostering understanding, trust, and engagement. It equips scientists with the ability to effectively share their findings and counter misinformation while empowering individuals to critically evaluate scientific information and contribute to the advancement of scientific knowledge. Moreover, improved science communication skills promote inclusivity and equity by ensuring that scientific information is accessible and understandable to diverse audiences. To unlock the full potential of science communication, continued investment in science education, professional development, and innovative communication strategies is essential.