1. What does science communication mean to you?
A comparison of expert and student responses
Jacqueline Dohaney, E. Brogt, T.M. Wilson, & B. Kennedy

2. Premise
Worked on a project (Ako Aotearoa NPF12-007; “Improving Science Communication Skills”) which aimed to build curricula which teaches science communication best practices.
First steps:
-> Establish ‘best practices’.
-> Build curricula that teaches science communication.
-> Design questionnaires which capture student and expert experiences and attitudes.
We wanted to know how experts and students define science communication.
Are they different?
Helps us to effectively teach science communication by addressing misconceptions

3. What does science communication mean to you?
“… the use of appropriate skills, media, activities and dialogue to produce one or more of the following personal responses to science: Awareness, Enjoyment, Interest, Opinion- forming, and Understanding”
Burns et al. (2003, pp. 183)
Burns et al (2003) Science Communication: A contemporary definition. Public Understanding of Science 12 (2):

4. Survey Participants STUDENTS (n=57) EXPERTS (n=51)
Upper year undergraduates (300-level) and postgraduates (400-level; PGDip, MSc).
New Zealand (42), and US students (Exchange; 15)
Degree programmes: Hazards and disaster management, geology, environmental science, and engineering geology.
Geologists, engineers, science communicators, interdisciplinary researchers & emergency managers. (early-, mid- and late-career; mean of 17 yrs).
Employed at CRIs (12), academic institutions (26), govt agencies (10) and more.
Range of communication experiences (professional, research, teaching, ad hoc, informal, etc.)

5. Methods
Open-ended question (open text box, invited to write as much as desired)
Hard copy and digital surveying (i.e., Qualtrics)
Question occurred at the end of a questionnaire, which included a diverse range of questions including styles, strategies, formats and attitudes towards science communication.
Analysis done with qualitative coding software (ATLAS.ti)
Content analysis: transcribed info verbatim. Information sorted into unique items, then clustered by similar content (i.e., themes). Coded by one person (no inter-rater reliability completed)
Some content was ignored: (Not worried about what they communicate but how they describe communication)
Several aspects were explored: Frequencies, differences between groups, use of specific language, and relationships with the literature.

6. AUDIENCES (i.e., receivers of the communication) OUTCOMES
ACTIONS (the action taken to communicate with a given audience)
MECHANISMS (i.e., the ways and means of communication)
AUDIENCES (i.e., receivers of the communication)
OUTCOMES
“It is how science and technical terms can be correctly communicated to particular audiences in ways that they can fully understand the concepts without being extremely confused or scared. It means using specific language and data converted to an easier form that is easier for certain audiences to understand” – student response
correctly
in ways
using specific
language and data
an easier form
communicated
converted
they can fully understand the concepts
without being extremely confused or scared
is easier
certain
audiences
particular audiences

7. Students focused on these aspects…. Experts focused on these aspects….
Theme 1: Actions
Most commonly mentioned by all participants were…
Communication Actions
Students focused on these aspects….
PERFORM
TRANSFER
Experts focused on these aspects….
EXCHANGE
ENGAGE
ENGAGE
EXCHANGE
COMMUNICATE
COMMUNICATE
Have an ABILITY
TRANSFER
TRANSFER
TRANSLATE
EXPLAIN
PERFORM

8. Transmission vs. Dialogic Communication
Theme 1: Actions
Transmission vs. Dialogic Communication
Communicating to… (Linear; One-way)
Linear models of transfer of information from ‘sender’ to ‘receiver’ (transmission) or diffusion (disperse information widely, and let it soak in) (Burns et al 2003)
Communicating with… (Dialogic; Two-way)
Communication with the public is complex and socially-situated. It involves discussion, dialogue, and debate.
“. . . the practice of producing and negotiating meanings, a practice which always takes place under specific social, cultural and political conditions.”
(Schirato and Yell (1997) Communication and Cultural Literacy: An Introduction (Sydney: Allen & Unwin))

9. Communication Actions
Theme 1: Actions
Communication Actions
More diverse terms used
STUDENTS
BOTH
EXPERTS
One-way
Two-way
Focused on performance

10. Mechanisms: the ways and means of communicating
Theme 2: Mechanisms
Mechanisms: the ways and means of communicating
STRATEGIES &TOOLS
Students – 60 mentions of mechanisms
Experts – 40 mentions of mechanisms

11. Strategies: Information and it’s presentation should…
Theme 2: Mechanisms
Strategies: Information and it’s presentation should…
(be) Effective
Most commonly mentioned by all participants were…
(be) Appropriate*
(be) Understandable
(be) Clear
(be) Flexible to the situation
Mechanisms
ways and means of communicating

12. Tools: Information and it’s presentation should…
Theme 2: Mechanisms
Tools: Information and it’s presentation should…
LANGUAGE
FORMAT
Mechanisms
(use) Everyday language
ways and means of communicating
VISUALS & NUMBERS
Most commonly mentioned by all participants were…

13. STUDENTS BOTH EXPERTS Strategies Tools Theme 2: Mechanisms
ways and means of communicating
STUDENTS
BOTH
EXPERTS
Strategies
Tools
(be) Clear
(be) Concise
(be) Effective
&
Understandable
Greater emphasis on Strategies
Language
More diverse response

14. Most commonly mentioned by all participants were…
Theme 3: Audiences
Audiences
‘the Public’ – groups within society with its own needs, interests, attitudes and levels of knowledge; customs, norms, and social interactions (Burns et al 2003)
(the) Public(s)
Audiences(s)
People
Most commonly mentioned by all participants were…
Specialised audiences
STUDENTS
EXPERTS
BOTH

15. (make info) Accessible
Theme 4: Outcomes
Outcomes
“… to produce one of the following personal responses to science: Awareness, Enjoyment, Interest, Opinion-forming, and Understanding”
Most commonly mentioned by all participants were…
STUDENTS
BOTH
EXPERTS
(make info) Accessible
Decision-making;
(making info) USEFUL
Understanding
Interest & New Science

16. Summary & Implications
Transmision/linear styles are dominant; but it is less so for experts. Students focused on mechanisms (i.e., the mechanics of communicating). Experts used a more diverse range of descriptors for most categories (as expected…). Experts reported outcomes which focussed on decision-making while students focused on the accessibility of information. -> Science communication teaching must provide basics, but should also address the complexity and targeted/adaptability of communication (… moving towards a more sophisticated view) -> Practice with communicating in complex (i.e., real-life) scenarios should enable learners to build more sophisticated & flexible approaches.

17. Final Quote:
“To me, 'science communication' includes sharing results and interpretations with other scientists in your field and with scientists who are not in your field, listening to the information needs of others, communicating interpretations (and data where needed) to stakeholders, effectively communicating interpretations to the public/media, and communicating uncertainties to everyone. It is the sharing of knowledge.” – Expert response

18. This research was supported by:
Thank you
Jacqueline Dohaney
This research was supported by:

20. More student examples:
“Purposefully communicating a relevant section of our expertise in a relatable and trustworthy and digestable manner” “Science communication means taking the knowledge you have gained through research and passing it on to other groups to transfer the information. This communication has an aim to raise awareness and increase overall education with communities” “Communicating scientific ideas in a way that is relevant and understandable to the targeted audience. Must be accurate and easy to understand”