Communicatiespectrum: bruikbaar instrument in de praktijk van de wetenschapscommunicatie? / Communication spectrum: usefull instrument in the science communication practice? The necessity of combining theory and practice

2007 ◽  
Vol 35 (1) ◽  
Author(s):  
Caroline Wehrmann ◽  
Maarten van der Sanden
Keyword(s):  
Science Communication ◽  
Theory And Practice ◽  
Communication Practice ◽  
In De Praktijk

Abstract Abstract Bij kennisinstellingen zijn veel medewerkers direct en indirect betrokken bij de communicatie over wetenschap en techniek. Het in dit artikel gepresenteerde communicatiespectrum voor wetenschap- en techniekcommunicatie (wtc) heeft als doel dergelijke complexe communicatiesituaties te ordenen en te analyseren. In dit artikel zal blijken dat een koppeling tussen theorie en praktijk vereist is.

scholarly journals A Systematic Map of Inclusion, Equity and Diversity in Science Communication Research: Do We Practice what We Preach?

2021 ◽  
Vol 6 ◽  
Author(s):  
Karina Judd ◽  
Merryn McKinnon
Keyword(s):  
Science Communication ◽  
Social Inequalities ◽  
Evidence Base ◽  
Preliminary Evidence ◽  
Theory And Practice ◽  
Communication Research ◽  
Systematic Map ◽  
Communication Practice ◽  
Societal Issues ◽  
Diversity And Inclusion

Effective engagement with diverse stakeholders, combating misinformation and encouraging wider participation in science is core to science communication practice, and comprises much of the current focus of research in the discipline. Global events, such as the COVID-19 pandemic, have clearly shown that social inequalities also manifest within communication structures, including those of science communication. Practices which are inclusive of diverse audiences are key if we wish to engage diverse audiences in finding solutions to societal issues. Yet there is little available evidence to show which diverse, marginalised and/or excluded groups are being engaged within science communication, and via what means. This paper develops a systematic map of academic literature spanning 40 years to provide a preliminary evidence base of how diversity and inclusion within science communication research and practice is conceived and implemented. Although the discipline has shown an increased focus within the last 5 years, science communication must evolve further in order to develop a robust evidence base for understanding what constitutes inclusive science communication in both theory and practice.

scholarly journals Bridging the gap between science communication practice and theory: Reflecting on a decade of practitioner experience using polar outreach case studies to develop a new framework for public engagement design

Polar Record ◽  
2019 ◽  
Vol 55 (4) ◽  
pp. 297-310 ◽  
Author(s):  
Rhian A. Salmon ◽  
Heidi A. Roop
Keyword(s):  
Case Studies ◽  
Public Engagement ◽  
Science Communication ◽  
Practical Training ◽  
Power Structures ◽  
International Polar Year ◽  
Communication Practice ◽  
Wide Range ◽  
Training Resources ◽  
New Framework

AbstractThe International Polar Year 2007–2008 stimulated a wide range of education, outreach and communication (EOC) related to polar research, and catalysed enthusiasm and networks that persist ten years on. Using a multi-method approach that incorporates case studies, auto-ethnographic interviews, and survey data, we interrogate the opportunities and limitations of polar EOC activities and propose a new framework for practical, reflexive, engagement design. Our research suggests that EOC activities are under-valued and often designed based on personal instinct rather than strategic planning, but that there is also a lack of accessible tools that support a more strategic design process. We propose three foci for increasing the professionalisation of practitioner approaches to EOC: (1) improved articulation of goals and objectives; (2) acknowledgement of different drivers, voices and power structures; and (3) increased practical training, resources and reporting structures. We respond to this by proposing a framework for planning and design of public engagement that provides an opportunity to become more transparent and explicit about the real goals of an activity and what “success” looks like. This is critical to effectively evaluate, learn from our experiences, share them with peers, and ultimately deliver more thoughtfully designed, effective engagement.

Teaching science communication: courses, curricula, theory and practice

1994 ◽  
Vol 3 (4) ◽  
pp. 435-443 ◽  
Author(s):  
Jon Turney
Keyword(s):  
Science Communication ◽  
Science Studies ◽  
Theoretical Background ◽  
Theory And Practice ◽  
Postgraduate Students ◽  
Course Materials ◽  
Sociology Of Scientific Knowledge ◽  
Recent Conference ◽  
Academic Courses ◽  
The Uk

Science communication teaching is a growing area in the UK, and a recent conference brought together teachers of existing and proposed courses to share information and experience. Their courses were of several types, from purely media skills courses for working scientists to theoretical and academic courses for undergraduate and postgraduate students in science, science studies and journalism. The conference stressed the value of skills but also of a theoretical background, and delegates welcomed contributions from fields such as the sociology of scientific knowledge and cognitive psychology. The conference established an electronic network, and formed a committee to maintain the group's interest and activities in the development of course materials and curricula.

scholarly journals Science communication scholarship in Lithuania: A scoping study

2018 ◽  
Vol 17 (2) ◽  
Author(s):  
Auste Valinciute
Keyword(s):  
Science Communication ◽  
Large Scale ◽  
Scientific Activity ◽  
Research Field ◽  
Audience Research ◽  
Academic Context ◽  
Communication Practice ◽  
Science Of Science ◽  
Nationally Representative ◽  
Object Of Study

This study analyzes the extent, range and nature of science communication scholarship in Lithuania. The purpose of this study is to explore whether there is a presence of this research field in the Lithuanian academic context and if there exists a body of empirical evidence that can be used to inform practical science communication initiatives. More generally, this study asks: is there a science of science communication in Lithuania? Results indicate the presence of an emerging field of research with fragmented scientific activity. Most papers do not explicitly identify “science communication” as the object of study. Most of the relevant work is focused on audience research, indicating the potential for using the results for evidence-based science communication practice. The science of science communication in Lithuanian, however, has yet considerable room for growth and could benefit from more large-scale, nationally representative, data-driven and methodologically sound research.

scholarly journals The problems with science communication evaluation

2014 ◽  
Vol 13 (01) ◽  
pp. C04 ◽  
Author(s):  
Eric Jensen
Keyword(s):  
Impact Evaluation ◽  
Science Communication ◽  
Quality Evaluation ◽  
Evaluation Methods ◽  
Poor Quality ◽  
Relevant Research ◽  
Research Skills ◽  
Communication Practice ◽  
Stunted Growth ◽  
Communication Evaluation

Even in the best-resourced science communication institutions, poor quality evaluation methods are routinely employed. This leads to questionable data, specious conclusions and stunted growth in the quality and effectiveness of science communication practice. Good impact evaluation requires upstream planning, clear objectives from practitioners, relevant research skills and a commitment to improving practice based on evaluation evidence.

scholarly journals Science cafés. Cross-cultural adaptation and educational applications

2009 ◽  
Vol 08 (04) ◽  
pp. A01 ◽  
Author(s):  
Michael Norton ◽  
Kayoko Nohara
Keyword(s):  
Cultural Context ◽  
Science Communication ◽  
Cultural Influences ◽  
Theoretical Models ◽  
Theory And Practice ◽  
Personal Skills ◽  
Institute Of Technology ◽  
Educational Applications ◽  
The Uk ◽  
Science Cafe

Tokyo Institute of Technology (TokyoTech) has been developing a number of methodologies to teach graduate students the theory and practice of science communication since 2005. One of the tools used is the science café, where students are taught about the background based primarily on theoretical models developed in the UK. They then apply that knowledge and adapt it the Japanese cultural context and plan, execute and review outcomes as part of their course. In this paper we review 4 years of experience in using science cafés in this educational context; we review the background to the students’ decision-making and consensus-building process towards deciding on the style and subject to be used, and the value this has in illuminating the cultural influences on the science café design and implementation. We also review the value of the science café as an educational tool and conclude that it has contributed to a number of teaching goals related to both knowledge and the personal skills required to function effectively in an international environment.

scholarly journals A step-by-step approach for science communication practitioners: a design perspective

2012 ◽  
Vol 11 (02) ◽  
pp. A03 ◽  
Author(s):  
Maarten van der Sanden ◽  
Frans J. Meijman
Keyword(s):  
Science Communication ◽  
Theory And Practice ◽  
Communication Process ◽  
Knowledge Reasoning ◽  
Communication Processes ◽  
Professional Science ◽  
Design Perspective ◽  
Practical Experiences ◽  
Normative Issues ◽  
Theoretical Foundations

Science communication processes are complex and uncertain. Designing and managing these processes using a step-by-step approach, allows those with science communication responsibility to manoeuvre between moral or normative issues, practical experiences, empirical data and theoretical foundations. The tool described in this study is an evidence-based questionnaire, tested in practice for feasibility. The key element of this decision aid is a challenge to the science communication practitioners to reflect on their attitudes, knowledge, reasoning and decision-making in a step-by-step manner to question the aim, function and impact of each issue and attendant communication process or strategy. This approach eventually leads to more professional science communication processes by systematic design. The Design-Based Research (DBR) derived from science education and applied in this study, may form a new methodology for further exploration of the gap between theory and practice in science communication and. Practitioners, scholars, and researchers all participate actively in DBR.

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