Methods of Science Communication
| “He who knows only his own side of the case knows little of that. His reasons may be good, and no one may have been able to refute them. But if he is equally unable to refute the reasons on the opposite side, if he does not so much as know what they are, he has no ground for preferring either opinion… Nor is it enough that he should hear the opinions of adversaries from his own teachers, presented as they state them, and accompanied by what they offer as refutations. He must be able to hear them from persons who actually believe them…he must know them in their most plausible and persuasive form.” |
| ― John Stuart Mill, On Liberty |
The history of science communication goes back to the books written by natural philosophers which had to be coped out by hand. This meant their ideas would only be available to the very rich who could afford it. The invention of printing and the subsequent move away from Latin towards vernaculars in Europe led to greater availability of science publication to the general public. Later developments such as the radio, television and now online social media have all contributed to more avenues for reaching the public. In all cases, the issue of what is considered the public is also in question. Is it just middle-income people who can afford the time to spend on such matters? Is it students with some interest in going into the science? Or can it be anyone? Some promoters of scientific literacy may ridicule the public for their ignorance. On the other hand, there are also people who romanticize the wisdom of crowds and common sense as an alternative to scientific expertise. As Priest (2009) puts it, the role of science communication has to be to help non-scientists feel included in the scientific journey of exploring the world.
Public trust in science has its roots in public understanding of science. Efforts to quantify such understanding often involved surveys. Bauer, Allum and Miller (2007) categorised four attributes of scientific literacy:
- knowledge of basic scientific facts
- understanding of the scientific method
- appreciation for the positive outcomes of science and technology
- rejection of superstitious beliefs, such as astrology
Bauer et al. (2007) focus more on attitudes towards science and technology rather than knowledge. Others (such as Durant et al., 1989; and Eurobarometer opinion surveys about climate change) have been more concerned about knowledge access. We will elaborate on this topic further when we explore public understanding of science.
