Analysis of Inclusivity of Published Science Communication Curricula for Scientists and STEM Students

Vickery, Randy; Murphy, Katlyn; McMillan, Rachel; Alderfer, Sydney; Donkoh, Jasmine; Kelp, Nicole

doi:10.1187/cbe.22-03-0040

Cited by 10 publications

(9 citation statements)

References 105 publications

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“…Greater attention should be paid to relational strategies for addressing misinformation. We suggest that providing science communication training within inclusive (rather than deficit model perception) worldviews and skills [ 79 ] would increase behavioral intentions to address misinformation relationally.…”

Section: Discussionmentioning

confidence: 99%

“…A number of factors go into developing capacities for scientists to engage in public communication activities, and many of those factors fall under organizational support for scientists. Training opportunities that promote inclusive, rather than deficit-model, science communication engagement should be built into curriculum for STEM students rather than as something outside of the degree-seeking experience [ 79 ]. Similarly, models of scholarly engagement that expand beyond traditional output (e.g., peer-reviewed publications) should be adopted at universities for scientific faculty.…”

Section: Discussionmentioning

confidence: 99%

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Scientists’ deficit perception of the public impedes their behavioral intentions to correct misinformation

et al. 2023

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This paper investigates the relationship between scientists’ communication experience and attitudes towards misinformation and their intention to correct misinformation. Specifically, the study focuses on two correction strategies: source-based correction and relational approaches. Source-based approaches combatting misinformation prioritize sharing accurate information from trustworthy sources to encourage audiences to trust reliable information over false information. On the other hand, relational approaches give priority to developing relationships or promoting dialogue as a means of addressing misinformation. In this study, we surveyed 416 scientists from U.S. land-grant universities using a self-report questionnaire. We find that scientists’ engagement in science communication activities is positively related to their intention to correct misinformation using both strategies. Moreover, the scientists’ attitude towards misinformation mediates the relationship between engagement in communication activities and intention to correct misinformation. The study also finds that the deficit model perception–that is, the assumption that scientists only need to transmit scientific knowledge to an ignorant public in order to increase understanding and support for science–moderates the indirect effect of engagement in science communication activities on behavioral intention to correct misinformation using relational strategies through attitude towards misinformation. Thus, the deficit model perception is a barrier to engaging in relational strategies to correct misinformation. We suggest that addressing the deficit model perception and providing science communication training that promotes inclusive worldviews and relational approaches would increase scientists’ behavioral intentions to address misinformation. The study concludes that scientists should recognize their dual positionality as scientists and members of their community and engage in respectful conversations with community members about science.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Scientists’ deficit perception of the public impedes their behavioral intentions to correct misinformation

et al. 2023

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“…Chinese government should formulate plans for the STP infrastructure, and incorporate the construction of STP infrastructure into the national economic and social development plan. A modern science & technology museum system with integration and sharing of science centers, museums and cultural centers should be built, the establishment of national science popularization education demonstration bases could be promoted, and innovative research of educational products for STP and publicity activities should be carried out (Vickery et al, 2023). Chinese government ought to guide parks, nature reserves, scenic spots, and other public places to provide more STP services.…”

Section: Policy Recommendationsmentioning

confidence: 99%

Dynamic Evolution and Trend Analysis of the Coupling Coordination Between Sci-Tech Popularization and Sci-Tech Innovation in China

Wang,

Zhao,

Yang

et al. 2023

SAGE Open

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Sci-Tech Popularization (STP) and Sci-Tech Innovation (STI) are two significant components to realize China’s innovation development. STI provides direction and content for STP, while STP creates an intense atmosphere for STI. By establishing two evaluation index systems of STP and STI, the STP index and the STI index of China and Chinese 31 provinces from 2010 to 2019 was calculated, and the STP index and the STI index from 2020 to 2024 were predicted. Finally, the relative development degree (RDD), the coupling coordination degree (CCD) and the dynamic degree of STP and STI were figured out. The results showed that: (1) From 2010 to 2024, the STP index and the STI index of China and Chinese 31 provinces showed a growing trend. The growth rate of STI was higher than that of STP, but the STP and the STI were low. (2) The RDD results showed that the development of STP lagged behind that of STI after 2018, and the gap between them showed a growing trend. (3) The CCD of STP and STI in China spanned three grades: moderate imbalance, slight imbalance, and approaching imbalance. The CCD in Chinese each province spanned five grades: severe imbalance, moderate imbalance, slight imbalance, approaching imbalance, reluctant coordination. The CCD was developing in a good direction, China and most Chinese provinces were still in an unbalanced level instead. Finally, suggestions on infrastructure, technical means, personnel, and social responsibility were put forward to promote the coordinated development between STP and STI in China.

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“…Too often, science communication training for STEM students fails to integrate issues of diversity, equity, and inclusion . In analysis of published science communication training for undergraduate students, we noted that these trainings usually focus on either disciplinary STEM communication skills like writing or poster presentations for fellow scientists or focus on simply removing jargon in order to reach the public (Vickery et al, 2023). Many of these trainings do not guide students to consider the nuances involved in communication in a more inclusive way that invites public participation in the process of science (Akin, 2017;Baram-Tsabari & Lewenstein, 2017); neither do they consider the need for diverse perspectives to solve complex scientific issues.…”

Section: Rationale For the Assignmentmentioning

confidence: 99%

“…The growing inclusive science communication movement encourages a transition away from the model of science communication as one-directional communication from scientists to an ignorant, monolithic public and towards the model of science communication as a collaboration between scientists and people of a variety of diverse perspectives within a community . These diverse perspectives can include diversity of audiences in terms of identities they hold as well as diversity in terms of disciplinary expertise they bring to an issue (Vickery et al, 2023). There are multiple considerations of inclusive science communication, such as reflexivity, intentionality, and reciprocity, that can be manifest in different spheres of influence, such as at the interpersonal level or the policy level (Callwood et al, 2022).…”

mentioning

confidence: 99%

Inclusive Science Writing about Socioscientific Issues for Diverse Audiences

Kelp

Pisano

Alderfer

et al. 2023

Prompt

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In this paper, we present a science writing assignment in which students focus on targeting specific audiences when writing about a socioscientific issue as well as participate in a peer review process. This assignment helps students consider inclusive science communication in their writing, focusing on engaging unique audiences about the intersections of science and social justice. Students are introduced to evidence-based tools for formulating communication for unique audiences as well as for assessment of writing quality. This assignment is novel in that it helps students think about inclusion issues in STEM, science writing, and peer review, all of which are key disciplinary skills that are not always included in STEM courses. While this assignment was piloted in chemistry and environmental engineering courses, this assignment could easily be modified for other disciplines.

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Analysis of Inclusivity of Published Science Communication Curricula for Scientists and STEM Students

Cited by 10 publications

References 105 publications

Scientists’ deficit perception of the public impedes their behavioral intentions to correct misinformation

Scientists’ deficit perception of the public impedes their behavioral intentions to correct misinformation

Dynamic Evolution and Trend Analysis of the Coupling Coordination Between Sci-Tech Popularization and Sci-Tech Innovation in China

Inclusive Science Writing about Socioscientific Issues for Diverse Audiences

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