This talk explores the question: How should we organize science communication trainings to achieve competencies?

 

Some additional resources on the topic, provided by the speaker:

(1) A new resource for our community: a comprehensive science communication MOOC on edX - online, free, and open to all:

  • The course explores research-based, practical ideas and inspiring stories from the field based on conversations with over 50 expert interviewees worldwide, including Prof. Neil Shubin, palaeontologist, evolutionary biologist, and author of Your Inner Fish; Dr. Simon Singh, physicist, and author of Fermat's Last Theorem; Clare Matterson, former Executive Director of Engagement at the Natural History Museum, London; Prof. Bruce Lewenstein, founding member of the science communication scholarly community and former editor of Public Understanding of Science, Prof. Baruch Fischhoff, a world-renowned authority on risk communication and member of the U.S. National Academy of Sciences, and many more distinguished experts.
  • Join us at lnkd.in/dbVnJEmV (Subtitles in English, Arabic, and Hebrew).
  • www.edx.org/course/science-communication
  • trailer: www.youtube.com/watch

 

(2) Automatic tools for practicing and assessing science communication skills - online, free and open to all:

  • De-Jargonizer: How accessible is your work? Paste your article or upload a file to analyze the amount of jargon in your writing. scienceandpublic.com
  • Half Life Writing Exercise: A practical method for distilling your message powered by AI and the De-Jargonizer scienceandpublic.com/HalfLife

(3) Papers about the organization and assessment of science communication training:

  • Baram-Tsabari, A. and Lewenstein B.V. (2017). Science Communication Training: What are We Trying to Teach?. International Journal of Science Education: Part B. 7(3), 285-300. Link 
  • Lewenstein, B.V. and Baram-Tsabari, A., (2022) How should we organize science communication trainings to achieve competencies?, International Journal of Science Education, Part B, 12:4, 289-308 Link
  • Baram-Tsabari, A. and Lewenstein, B. V. (2013). An instrument for assessing scientists' written skills in public communication of science. Science Communication. 35(1), 56-85. Link
  • Rakedzon, T. and Baram-Tsabari, A., (2017). To make a long story short: A rubric for assessing graduate students' academic and popular science writing skills. Assessing Writing. 32, 28-42. Link

       Technology-enhanced teaching and assessment tools

  • Rakedzon, R., Segev, E., Chapnik, N., Yosef, R. and Baram-Tsabari, A. (2017). Automatic jargon identifier for scientists engaging with the public and science communication educators. PLOS ONE. Link

(4) How do we know if we have success? 

  • Rakedzon, T. and Baram-Tsabari, A., (2017). Synergy or interference in learning to write scientific genres: Assessing and improving L2 students’ popular science writing in an academic writing course. Educational Psychology. 37(1), 48-66.
  • Barel-Ben David, Y., Garty, E., and Baram-Tsabari, A. (2020). Can scientists fill the science journalism void? Online public engagement with science stories authored by scientists. PLOS ONE doi.org/10.1371/journal.pone.0222250 Link

(5)  Engagement patterns with female and male scientists on social media

Dalyot, K., Rozenblum, Y. and Baram-Tsabari, A., 2022. Engagement patterns with female and male scientists on Facebook. Public Understanding of Science.