Science stories: researchers' experiences of writing science communication and the implications for training future scientists. Issue 3 (3rd July 2022)

• Record Type: Journal Article
• Authors: Negretti, Raffaella; Persson, Maria; Sjöberg-Hawke, Carina
• Is Part Of: International journal of science education. Volume 12:Issue 3(2022)
• Page Start: 203
• Page End: 220
• Publication Date: 2022-07-03
• Subjects: Popularisation of science -- higher education -- communication of science -- scholarship of engagement -- non-academic writing; Communication in science -- Periodicals; Science -- Study and teaching -- Periodicals; Communication in science; Science -- Study and teaching; Periodicals; 507.105
• DOI: 10.1080/21548455.2022.2060530
• Languages: English
• ISSNs: 2154-8455

Abstract

ABSTRACT: This study investigates tenured academics' experiences of science communication—popularization of science, dissemination of scientific knowledge, and collaboration outside academia. Specifically, the study spotlights the written aspect of science communication and explores how scientists approach writing addressing audiences 'beyond academia'. Adopting an ethnographic narrative interview approach, we explore what four researchers in different STEM fields write, how they do it and why, their perceptions about the value and the role of science communication, and the place and space it takes in their career. After presenting their individual experiences, we discuss the common themes that link their personal 'stories' of science communication. First, their motives align with the notion of scholarship of engagement: as a means to educate and share scientific knowledge, science communication has a democratic value. Secondly, they engage in a wide range of writing practices and genres, based on the nature of their work and their field of expertise. Additionally, while they personally value writing science communication, this engagement takes time away from their academic writing and other types of scientific work. We conclude with suggestions for further research and the development of training programs for future scientists that build on established writing pedagogies.