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Experientially learning how to communicate science effectively: A case study on decoding science
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DOI：10.1002/tea.21554.png)
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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 experiential-learning 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.
Keyword:
experiential learning
program evaluation
qualitative research
science communication training
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