Show simple item record Llorente Lope, Carolina, 1989- Revuelta, Gema 2023-03-20T07:37:41Z 2023-03-20T07:37:41Z 2023
dc.identifier.citation Llorente C, Revuelta G. Models of teaching science communication. Sustainability. 2023;15(6):5172. DOI: 10.3390/su15065172
dc.identifier.issn 2071-1050
dc.description.abstract 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.
dc.description.sponsorship 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.
dc.format.mimetype application/pdf
dc.language.iso eng
dc.publisher MDPI
dc.relation.ispartof Sustainability. 2023;15(6):5172
dc.rights © 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 (
dc.title Models of teaching science communication
dc.type info:eu-repo/semantics/article
dc.subject.keyword Science communication
dc.subject.keyword Phenomenological interviews
dc.subject.keyword Public scholarship
dc.subject.keyword Science for non-scientists
dc.subject.keyword Science in media
dc.subject.keyword Science education
dc.relation.projectID info:eu-repo/grantAgreement/EC/H2020/824537
dc.rights.accessRights info:eu-repo/semantics/openAccess
dc.type.version info:eu-repo/semantics/publishedVersion


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