Experientially learning how to communicate science effectively: A case study on decoding science

Abstract

The need for science communication programs is matched with the need for program evaluation. This case study is an evaluation of the "Decoding Science" program (DSP) [Rodgers et al. (2018). Science Communication, 40(1), 3-32], a science communication training program, and examines key experientiallearning themes [Kolb, D. A. (1984). Experiential learning:Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall]. Specifically, we discuss the program's emphasis on learning that science communication is a process that (a) is continual, (b) involves conflict resolution, (c) requires adaptation to the world, (d) requires environmental interaction, and leads to (e) knowledge creation. Additionally, we discuss our analysis of student feedback. Results suggest that the DSP successfully utilizes experiential learning to facilitate the learning of science communication techniques and that future evaluations can lead to the development and improvement of science communication training programs. K E Y W O R D S experiential learning, program evaluation, qualitative research, science communication training

Science Communication Training in North America: Preparing Whom to Do What With What Effect?

“…Existing research on science communication training has mostly examined the character of programs and their effects (e.g., Luisi et al, 2019; Miller et al, 2009; Rakedzon & Baram-Tsabari, 2017; Rodgers et al, 2018). Other research has developed tools to assist training efforts (e.g., Baram-Tsabari & Lewenstein, 2013; Rakedzon et al, 2017; Rowland et al, 2018), while another line of work has explored what science communication researchers think scientists should learn in training (Besley & Tanner, 2011; Yuan et al, 2018).…”

A Scale to Measure Science Communication Training Effectiveness

“…The program consisted of four hands-on workshops (learning) each with a different communication goal; four rehearsal sessions with live coaching and individualized feedback (application); and a 3-minute science story captured in video form (product). The reader is referred to a detailed discussion of the program’s components and procedures (see Luisi et al, 2019; Rodgers et al, 2018).…”

Organizational Learning at Purpose-Driven Enterprise: Action–Research Model for Leadership Improvement

“…Thus, this research project aims to help managers understand, in its very organizational context [9], the implications of the strategic role of leadership regarding collective knowledge creation processes and, consequently, the new kind of leadership required for the demanded enterprise transformation. This is the reason why our research project long-term goal is to design actionable transformational leadership programs based on the experiential learning basis [10] presented in this paper.…”