Core skills for effective science communication: a teaching resource for undergraduate science education

Mercer-Mapstone, Lucy and Kuchel, Louise (2015) Core skills for effective science communication: a teaching resource for undergraduate science education. International Journal of Science Education, Part B: Communication and Public Engagement, 7 2: 181-201. doi:10.1080/21548455.2015.1113573


Author Mercer-Mapstone, Lucy
Kuchel, Louise
Title Core skills for effective science communication: a teaching resource for undergraduate science education
Journal name International Journal of Science Education, Part B: Communication and Public Engagement   Check publisher's open access policy
ISSN 2154-8455
2154-8463
Publication date 2015-11-30
Year available 2015
Sub-type Article (original research)
DOI 10.1080/21548455.2015.1113573
Open Access Status Not Open Access
Volume 7
Issue 2
Start page 181
End page 201
Total pages 21
Place of publication Abingdon, Oxon United Kingdom
Publisher Routledge
Language eng
Subject 3304 Education
3315 Communication
Abstract Science communication is a diverse and transdisciplinary field and is taught most effectively when the skills involved are tailored to specific educational contexts. Few academic resources exist to guide the teaching of communication with non-scientific audiences for an undergraduate science context. This mixed methods study aimed to explore what skills for the effective communication of science with non-scientific audiences should be taught within the Australian Bachelor of Science. This was done to provide a basis from which to establish a teaching resource for undergraduate curriculum development. First, an extensive critique of academic literature was completed to distil the communication ‘skills’ or ‘elements’ commonly cited as being central to the effective communication of science from across the fields of science, communication, education, and science communication. A list of ‘key elements’ or ‘core skills’ was hence produced and systematically critiqued, edited, and validated by experts in the above four fields using a version of the Delphi method. Each of the skills identified was considered by experts to be mostly, highly, or absolutely essential, and the resource as a whole was validated as ‘Extremely applicable’, within the context of teaching undergraduate science students to communicate with non-scientific audiences. The result of this study is an evidence-based teaching resource: ‘12 Core skills for effective science communication’, which is reflective of current theory and practice. This resource may be used in teaching or as a guide to the development of communication skills for undergraduate science students in Australia and elsewhere.
Keyword Science communication
Higher education
Science education
Communication
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2016 Collection
School of Biological Sciences Publications
 
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Created: Thu, 11 Feb 2016, 02:10:58 EST by Dr Louise Kuchel on behalf of School of Biological Sciences