Models of teaching science communication

Changes in the communication ecosystem have generated profound transformations in current science communication. In the same way, the coexistence of diverse actors with different objectives and professional standards also raises new ethical dilemmas. The main objective of this research was to identi...

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Detalles Bibliográficos
Autores: Llorente Lope, Carolina, 1989-, Revuelta, Gema
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2023
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:10230/56280
Acceso en línea:http://hdl.handle.net/10230/56280
http://dx.doi.org/10.3390/su15065172
Access Level:acceso abierto
Palabra clave:Science communication
Phenomenological interviews
Public scholarship
Science for non-scientists
Science in media
Science education
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spelling Models of teaching science communicationLlorente Lope, Carolina, 1989-Revuelta, GemaScience communicationPhenomenological interviewsPublic scholarshipScience for non-scientistsScience in mediaScience educationChanges in the communication ecosystem have generated profound transformations in current science communication. In the same way, the coexistence of diverse actors with different objectives and professional standards also raises new ethical dilemmas. The main objective of this research was to identify existing models of teaching science communication to scientists and professional communicators worldwide. To this end, we conducted 26 semi-structured interviews with science communication teachers from 15 different countries. From these interviews, we identified three models of teaching science communication to scientists: (A) the practical model, where skills such as writing, public speaking, etc., are taught; (B) the reflective model that teaches theory and the history of science communication to enable researchers to understand the relationship between science and society; and (C) the disruptive model, where traditional roles of scientific knowledge production as well as relationships and power roles in science are challenged. On the other hand, we have identified two models for professional science communicators: (A) the professional model, which is subdivided into two different approaches—theoretical (historical review, understanding of the science–society relationships, etc.) and skill-based (writing, audiovisual, etc.) that coexist in teaching programs—and (B) the research model, where tools, concepts, and methodologies for science communication research are taught.This research was funded by the Communication role on perception and beliefs of European citizens about science (CONCISE) project, which has received funding from the European Union’s Horizon 2020 research and innovation program under Grant Agreement No. 824537.MDPI202320232023info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttp://hdl.handle.net/10230/56280http://dx.doi.org/10.3390/su15065172reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésSustainability. 2023;15(6):5172info:eu-repo/grantAgreement/EC/H2020/824537© 2023 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:recercat.cat:10230/562802026-05-29T05:05:01Z
dc.title.none.fl_str_mv Models of teaching science communication
title Models of teaching science communication
spellingShingle Models of teaching science communication
Llorente Lope, Carolina, 1989-
Science communication
Phenomenological interviews
Public scholarship
Science for non-scientists
Science in media
Science education
title_short Models of teaching science communication
title_full Models of teaching science communication
title_fullStr Models of teaching science communication
title_full_unstemmed Models of teaching science communication
title_sort Models of teaching science communication
dc.creator.none.fl_str_mv Llorente Lope, Carolina, 1989-
Revuelta, Gema
author Llorente Lope, Carolina, 1989-
author_facet Llorente Lope, Carolina, 1989-
Revuelta, Gema
author_role author
author2 Revuelta, Gema
author2_role author
dc.subject.none.fl_str_mv Science communication
Phenomenological interviews
Public scholarship
Science for non-scientists
Science in media
Science education
topic Science communication
Phenomenological interviews
Public scholarship
Science for non-scientists
Science in media
Science education
description Changes in the communication ecosystem have generated profound transformations in current science communication. In the same way, the coexistence of diverse actors with different objectives and professional standards also raises new ethical dilemmas. The main objective of this research was to identify existing models of teaching science communication to scientists and professional communicators worldwide. To this end, we conducted 26 semi-structured interviews with science communication teachers from 15 different countries. From these interviews, we identified three models of teaching science communication to scientists: (A) the practical model, where skills such as writing, public speaking, etc., are taught; (B) the reflective model that teaches theory and the history of science communication to enable researchers to understand the relationship between science and society; and (C) the disruptive model, where traditional roles of scientific knowledge production as well as relationships and power roles in science are challenged. On the other hand, we have identified two models for professional science communicators: (A) the professional model, which is subdivided into two different approaches—theoretical (historical review, understanding of the science–society relationships, etc.) and skill-based (writing, audiovisual, etc.) that coexist in teaching programs—and (B) the research model, where tools, concepts, and methodologies for science communication research are taught.
publishDate 2023
dc.date.none.fl_str_mv 2023
2023
2023
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10230/56280
http://dx.doi.org/10.3390/su15065172
url http://hdl.handle.net/10230/56280
http://dx.doi.org/10.3390/su15065172
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Sustainability. 2023;15(6):5172
info:eu-repo/grantAgreement/EC/H2020/824537
dc.rights.none.fl_str_mv https://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
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