ChapterPDF Available

Science Communication

August 2023

August 2023

DOI:10.14361/9783839463475-033

License
CC BY-SA 4.0

In book: Handbook Transdisciplinary Learning (pp.317-328)

Authors:

Konstantin S. Kiprijanov

Natural History Museum Berlin

Marina Joubert

Stellenbosch University

What is transdisciplinarity - and what are its methods? How does a living lab work? What is the purpose of citizen science, student-organized teaching and cooperative education? This handbook unpacks key terms and concepts to describe the range of transdisciplinary learning in the context of academic education. Transdisciplinary learning turns out to be a comprehensive innovation process in response to the major global challenges such as climate change, urbanization or migration. A reference work for students, lecturers, scientists, and anyone wanting to understand the profound changes in higher education.

Available via license: CC BY-SA 4.0

Content may be subject to copyright.

Science Communication

Konstantin S. Kiprijanov and Marina Joubert

Definition

            

   





  

  





sciencescientia-

 



-







 

   





     -



 





-

 -

 teaching   training. 

science communicat ion training

Konstantin S. Kiprijanov and Marina Joubert

318

    -

science communicat ion teach-

ing-





  -



-



 





   -

 -



-



         

 









Background

-

   -



    -





-



-



-





-

Science Communication 319



Journal of



         -

  

            -



  



 -





 









       







   





  -

-





-



 



  

dialogue

        -

  

  -



   -



   

Konstantin S. Kiprijanov and Marina Joubert

320

         



       -

  -

   





          -

   





Debate and criticism

-

-



-







  









   





-

  



      -

          



 -

   

  



   

Science Communication 321





-









-

    

 

-

        

   

  







 

-

-



-

-

 

-

           -









-

 



Quadruple Helix-

      







             -





Konstantin S. Kiprijanov and Marina Joubert

322



           -





Current forms of implementation in higher education

-

          

           

  

-



 





 

  

-



   -

        



-



-

              







         

-

-







-

-



-

Science Communication 323







 





         -



 

 



         -



-



    









-



-



References

-





  







and societ y

-

-





    

Konstantin S. Kiprijanov and Marina Joubert

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communication 



Handbook of

public communication of science and technology-





          







  -



In-

ternat ional Journal of Technology Management





training ac ross Europe



 

citizenshi p. 

-

-

-



-

rican context    -

-



-

ence communication training   

-





 -







-



Do science communication univer-

sity programs equip students to become professionals?

Science Communication 325

-



Handbook of science

and technology st udies



 Oxford

handbook on the sci ence of science communic ation

-

Front iers in Communication

  

JCOM

      Handbuch

Transdisziplinäre Didaktik 



-



 -

search agenda.



communication

         





JCOM 

    

          

-



         



         

JCOM



-



-



 



  -



Konstantin S. Kiprijanov and Marina Joubert

326

     



Oxford dict ionary of English ety mology



JCOM



    

JCOM

-

         

         



-



-



 -

        





        -

   

        



-

tion

Isis 

 Communication and cultural literacy





              

-



           -

  

 

 

-

Handbook of public com-

munication of science and technology



Science Communication 327





     



          

undergraduate programme index   

-



 



         -







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

The distribution of science communication teaching around the globe

Article

Full-text available

Dec 2023

In the context of a special issue of this journal focused on teaching science communication, we present a map of the geographical distribution of 122 science communication teaching programmes from 31 countries around the world. This mapping study resulted from a collaboration between members of the PCST Teaching Forum and the research team at GlobalSCAPE, a research project funded by the European Commission to explore the global state of science communication. Our findings highlight the concentration of these programmes in the U.S.A. and Europe, and the dominance of English as the language of instruction. We ponder the causes and implications of the disparities in opportunities for studying science communication in other world regions and languages. The dearth of science communication educational pathways in developing countries may limit the professionalisation of the field, as well as research and evidence-based practice that is locally needed and relevant.

Public engagement with science—Origins, motives and impact in academic literature and science policy

Article

Full-text available

Jul 2021
PLOS ONE

‘Public engagement with science’ has become a ‘buzzword’ reflecting a concern about the widening gap between science and society and efforts to bridge this gap. This study is a comprehensive analysis of the development of the ‘engagement’ rhetoric in the pertinent academic literature on science communication and in science policy documents. By way of a content analysis of articles published in three leading science communication journals and a selection of science policy documents from the United Kingdom (UK), the United States of America (USA), the European Union (EU), and South Africa (SA), the variety of motives underlying this rhetoric, as well as the impact it has on science policies, are analyzed. The analysis of the science communication journals reveals an increasingly vague and inclusive definition of ‘engagement’ as well as of the ‘public’ being addressed, and a diverse range of motives driving the rhetoric. Similar observations can be made about the science policy documents. This study corroborates an earlier diagnosis that rhetoric is running ahead of practice and suggests that communication and engagement with clearly defined stakeholder groups about specific problems and the pertinent scientific knowledge will be a more successful manner of ‘engagement’.

Science Communication as a design challenge in transdisciplinary collaborations

Article

Full-text available

Sep 2020

Eva Kalmar

In this series of comments, we argue for Science Communication as an enabler of transdisciplinary, integrative collaboration in the context of today’s complex, multi-stakeholder issues. Participatory design, as a collaborative method, is effective in achieving mutual learning, shared understandings, integrating disciplines and creating solutions that make sense in the multi-layered reality of today’s challenges. Science Communication, therefore, is communication design in transdisciplinary collaborations.

Science-practice Interaction in Transdisciplinary Research

Thesis

Full-text available

May 2019

Jue Wang

Communication processes in intercultural transdisciplinary research

Article

Full-text available

Feb 2019

Transdisciplinary research (TDR) that aims at the co-production of knowledge in the process of addressing sustainability problems requires effective communication among scientists and practitioners. In international TDR cooperation, it is recognized that particular attention must be paid to intercultural communication, to enhance knowledge integration and mutual learning. However, there is little knowledge about the role of communication in TDR and how TDR group members with diverse socio-cultural backgrounds can communicate effectively. In this paper, we present a theoretical analysis on transdisciplinary communication, with a particular focus on group dynamics and intercultural communication. On this basis, we develop a framework for TDR communication that encompasses topics and indicators for successful communication. This framework was applied in a Chinese–German project conducted in Xishuangbanna, Southwest China, to guide the transdisciplinary communication processes. We focused on the development of trusted relationships among scientists and practitioners in the TDR team, while simultaneously accomplishing various tasks, such as problem framing and scenario development. In this study, we provide insights into intercultural communication in TDR, particularly in the context of Europe–Asia transdisciplinary cooperation. Our findings show that power relations, translator roles and researchers’ mindsets influence effective communication and successful knowledge integration. In the future, additional attention should be paid to improving the supporting system and institutional arrangement for transdisciplinary communication.

Evidence-Based Science Communication

Article

Full-text available

Jan 2020

Effective science communication can empower research and innovation systems to address global challenges and put public interests at the heart of how knowledge is produced, shared, and applied. For science communication to play this mediating role effectively, we propose a more integrated and “evidence-based” approach. This commentary identifies key issues facing the science communication field. It suggests a series of prescriptions, inspired by the impact of “evidence-based medicine” over the past decades. In practice, evidence-based science communication should combine professional expertise and skills with the best available evidence from systematic research. Steps required to achieve this outcome include more quality assurance in science communication research, significant changes in teaching and training, and improved interfaces between science communication research and practice.

Science Communication Postgraduate Studies in Latin America: A map and some food for thought

Article

Full-text available

Sep 2016

This paper contains an overview of the programmes currently existing in Latin America to train science communicators. For such purpose, only postgraduate courses held regularly were considered in the study. Twenty-two programmes meeting such requirement were identified in five countries, 65% of which were in fact established over the past ten years. They present a lot of diversity in terms of admittance requirements, goals, contents, approaches, duration and graduation requirements. However, all of them share the same effort, aiming to offer specific contents in the area of science communication.

The Timelines: A broad‑brush analysis

Chapter

Sep 2020

Transdisciplinarity in Science Education and in Science Communication

Chapter

Jul 2020

Werner Arber

Wissenschaftskommunikation im Wandel: Relevanz, Entwicklung und Herausforderungen des Forschungsfeldes

Chapter

Jan 2015

http://www.halem-verlag.de/wp-content/uploads/2015/05/9783869621081_lese.pdf

Science communication, advising, and advocacy in public debates

Chapter

Dec 2019

Traditional scientific policy advice used to happen behind closed doors in advisory bodies as a dialogue between scientists and policy-makers. The respective models for the interaction are basic linear arrangements assigning clear roles and primacy to one of the sides. However, these processes have been opened up following public pressure for more participation and deliberative decision-making models. Today, increasingly complex policy-decisions, like the assessment of climate change and the necessary actions to be taken, require more scientific input. At the same time, the medialization of politics and science has led to an intensified, more diverse mul-ti-actor communication landscape. Correspondingly, also science communication does not happen in an isolated sphere, but takes place in the middle of political and societal debates-science communication is seen by some as political communication. The questions presented here are not new, but still intensely debated: What constitutes neutral science communication or policy advice and what partisan advocacy? Can so-called "scientific facts" and values be separated from each other at all? To which degree should scientists actively advocate for policy-decisions-or should they not do so? While the discussion is primarily led normatively, empirical evidence on the effects of scientific advocacy on citizens and on politicians is sparse and not painting a clear picture in this respect. This article portrays the development of the science-policy nexus and presents an overview on empirical research and the different perspectives on science advice and advocacy.

Science Communication

Abstract

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