Communicating the Future

Borchelt, Rick

doi:10.1177/1075547001023002006

Cited by 26 publications

(12 citation statements)

References 9 publications

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“…Consistent with the views of several other writers, the NASA panel [1] expressed the view that little formative or evaluative research is carried out in support of science and technology communication. Such research is necessary to help formulate messages and evaluate their impact.…”

Section: Discussionmentioning

confidence: 51%

“…Although four years had passed since publication of its report [1], it seemed sensible to highlight their findings because of (i) the thoroughness of their analysis, and (ii) the considerable similarity between IUPAC's and NASA's motivations. Much of the following, therefore, is summarized from the NASA report, and amplified and/or supplemented by the writings of others.…”

Section: Analysis Of the Public Understanding Of Science Enterprisementioning

confidence: 99%

“…Borchelt [1] reports: "The panel was struck overall by the general lack of intellectual rigor applied to science and technology communication activities, especially as contrasted with the very rigorous scientific environment in which this communication arises. Communication often remains an afterthought, a by-product of scientific endeavor somehow removed from the scientific process itself and often funded by a different mechanism than the scientists who perform the research.…”

Section: The Status Of Public Understanding Of Sciencementioning

confidence: 99%

“…Furthermore, there is ambiguous evidence concerning whether there have been benefits in terms of citizen support for the scientific enterprise. Comment has been made that we should not be surprised by this if we look to the analogy of public understanding of politics, where "political ignorance flourishes in spite of heavy coverage, knowledgeable reporting, and media-savvy participants" [1].…”

Section: Modes Of Science Communication and Their Effectivenessmentioning

confidence: 99%

“…Chemists and the "public": IUPAC's role 169 [1] Who are the public(s) IUPAC should be trying to reach? IUPAC can be considered to be at the centre of a set of concentric circles each of which represents a "public" with which IUPAC may wish to interact in relation to public understanding of chemistry.…”

confidence: 99%

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Chemists and "the public": IUPAC's role in achieving mutual understanding (IUPAC Technical Report)

Mahaffy

Ashmore

Bucat

et al. 2008

Pure and Applied Chemistry

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This report informs IUPAC's efforts to enhance the public understanding of and appreciation for chemistry by evaluating IUPAC's mandate, strengths, and weaknesses, and providing insights from a substantial review of the relevant science communication literature. It summarizes the recommendations of an IUPAC project whose overall goal is to provide a framework that will bring the same level of intellectual rigor to IUPAC's science communication activities as to its scientific activities. This implies that careful attention must be paid to the terminology used to describe these activities, to clear articulation of goals and motives for public understanding of chemistry initiatives, and to inclusion of rigorous evaluations of outcomes from the outset in the design of projects on the public understanding of chemistry. Informed by our analysis of best practices for science communication, this report provides the following conclusions and recommendations: 1. IUPAC has an important role to play in enhancing public understanding of chemistry. 2. Public understanding of chemistry activities aimed at supporting teachers and students within the formal school system are more effective than those aimed at the general public. 3. IUPAC's primary targeted public should be IUPAC chemists and educators, and IUPAC's most important role is to help them understand and work with a variety of other publics. 4. It is proposed that IUPAC's niche be to focus on activities that indirectly enhance public understanding, such as: (a) Helping scientists identify and understand their publics. (b) Influencing international organizations. (c) Supporting science education systems, particularly in countries in transition. (d) Supporting scientists and educators by communicating relevant findings from IUPAC projects, conferences, and activities at an appropriate level. (e) Supporting national chemical societies and other organizations. 5. Recommendations are presented for steps to be undertaken by IUPAC to implement these recommendations and to develop a clearer strategy for public understanding of chemistry initiatives and activities.

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Section: Discussionmentioning

confidence: 51%

Section: Analysis Of the Public Understanding Of Science Enterprisementioning

confidence: 99%

Section: The Status Of Public Understanding Of Sciencementioning

confidence: 99%

Section: Modes Of Science Communication and Their Effectivenessmentioning

confidence: 99%

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Chemists and "the public": IUPAC's role in achieving mutual understanding (IUPAC Technical Report)

Mahaffy

Ashmore

Bucat

et al. 2008

Pure and Applied Chemistry

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Are Students Prepared to Communicate? A Case Study of an Australian Degree Course in Biotechnology

Edmondston

Dawson

Schibeci

2010

Int J of Sci and Math Educ

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Public concerns about biotechnology have resulted in greater attention being paid to the mechanisms by which biotechnology is communicated with non-scientists, including the provision of science communication training. As undergraduate and postgraduate courses form the foundation of the biotechnology sector by providing a pipeline of university graduates entering into the profession, it has been proposed that formal science communication training be introduced at this early stage of career development. Using an Australian biotechnology degree course as a case study, this paper examines science communication training within this course and the views of past and present students towards this training. Interviews were undertaken with 22 stakeholders in the case, including undergraduate lecturers (who also supervise postgraduate research students), doctoral candidates and biotechnologists recently graduated from the course. Few of the students felt the course provided them with any form of science communication training, let alone training in how to engage non-scientists. Many were unaware of the training available to them and few of the lecturers were able to identify where communication skills are taught within the course. A previous study of this case has also shown that biotechnology undergraduates taking this course do not value communication with non-scientists. Clearly, the current state of science communication training for these students needs to be improved if they are to enter the biotechnology workforce as able civic scientists. The findings of this study may be useful for other university biotechnology courses which have yet to integrate science communication training into their curriculum.

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Science Reporting

Ploeger¹

2003

Encyclopedia of International Media and Communications

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Communicating the Future

Cited by 26 publications

References 9 publications

Chemists and "the public": IUPAC's role in achieving mutual understanding (IUPAC Technical Report)

Chemists and "the public": IUPAC's role in achieving mutual understanding (IUPAC Technical Report)

Are Students Prepared to Communicate? A Case Study of an Australian Degree Course in Biotechnology

Science Reporting

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