Science-edu-communication: Trends reveal in 20 years of science communication research

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Science-edu-communication: Trends reveal in 20 years of science communication research

Author: Leon Yufeng Wu – Chung Yuan Christian University, Taiwan

Co-authors:

  • Chun-Yen Chang – National Taiwan Normal University, Taiwan
  • Hsin-Yen Lu – National Taiwan Normal University, Taiwan
  • Nathan M. Truong – National Taiwan Normal University, Taiwan
  • Yuen-Hsian Tseng – National Taiwan Normal University, Taiwan

By investigating scholarly output in science communication from 1997 to 2018, this research sought evidence that science education has been increasingly focusing on communication methods to reach the public, while it has increasingly emphasized the learning effects in informal approaches for learners rather than formal school settings. Through an automatic scientometric method, namely, Content Analysis Toolkit for Academic Research (CATAR), this study analyzed 1300 articles published in two leading journals in the field of science communication, Science Communication and Public Understanding of Science. As a result, seven trends were revealed and categorized into three themes: Public engagement with science (PES); Media and science (MS); and Issues in science (IS). Furthermore, PES and MS scholarly output were found increased significantly. The findings confirmed the goal of this research. It was confirmed in this research that scholarly output of science communication has trended toward a sharing goal of science education: promoting public understanding of science via ways of public engagement of science and media representation of science. However, it then suggested a research area of bridging science education and science communication that is currently less explored. Given increased focus towards PES and MS, these fields are primed for further collaboration to more engage the public in science learning.

The author has not yet submitted a copy of the full paper.

Presentation type: Insight talk
Theme: Time

Insights from a brand new cooperation model – Science edu-communication through frame analysis of the project – Difference Science News in Taiwan

Author: Leon Yufeng Wu – Chung Yuan Christian University, Taiwan

Co-authors:
Chun-Yen Chang – National Taiwan Normal University
Pin-Sheng Li – National Taiwan Normal University

Science Edu-Communication is a model implementing new production and research avenues in modern science communication. Scholars have identified that the fields of science education and science communication share the same goal of promoting public understanding of science. The project Different Science News (DSN) is a milestone achievement and practice of science edu-communication in Taiwan, because science educators are actively involved as facilitators between both journalists and scientists during the production of the science news. The DSN series has produced more than 200 science news segments and reached more than 60 million viewers since 2014. Although the series has demonstrated successful outreach during the past 3-year cooperation period, we have encountered various conflicts in production due to different frames and perspectives of what the science news should be. Through interviewing and frame analysis, we examined the conflicts that resulted from divergent frames. The result showed that journalists hold wider frames toward science news. They demonstrated frames of awareness (A) and enjoyment (E) (i.e., in order to catch audiences’attention), and reinforced understanding (U) and interest (I). Scientists and science educators also held on understanding (U), but the accuracy and correctness of the information were their concerns (e.g., detailed information in the charts, precise facts demonstrated in the animation, and presented scenes. The conflicts concerning awareness (A), enjoyment (E), understanding (U) and scene between science educators and journalists occurred in the earlier stage of production. The conflicts concerning understanding (U) and scene between scientists and journalists occurred in the later stage of production. Different frames did cause conflicts. The findings also showed that journalists’ frames did not follow deficit model, scientists and science educators did, however. Strategies for better mitigation will be discussed.

The author has not yet submitted a copy of the full paper.

Presentation type: Individual paper
Theme: Science
Area of interest: Building a theoretical basis for science communication

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