Models of teaching science communication

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• dc.contributor.author Llorente Lope, Carolina, 1989-
• dc.contributor.author Revuelta, Gema
• dc.date.accessioned 2023-03-20T07:37:41Z
• dc.date.available 2023-03-20T07:37:41Z
• dc.date.issued 2023
• 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.identifier.citation Llorente C, Revuelta G. Models of teaching science communication. Sustainability. 2023;15(6):5172. DOI: 10.3390/su15065172
• dc.identifier.doi http://dx.doi.org/10.3390/su15065172
• dc.identifier.issn 2071-1050
• dc.identifier.uri http://hdl.handle.net/10230/56280
• dc.language.iso eng
• dc.publisher MDPI
• dc.relation.ispartof Sustainability. 2023;15(6):5172
• dc.relation.projectID info:eu-repo/grantAgreement/EC/H2020/824537
• 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 (https://creativecommons.org/licenses/by/4.0/).
• dc.rights.accessRights info:eu-repo/semantics/openAccess
• dc.rights.uri https://creativecommons.org/licenses/by/4.0/
• 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.title Models of teaching science communication
• dc.type info:eu-repo/semantics/article
• dc.type.version info:eu-repo/semantics/publishedVersion