ABSTRACT

Guided by the theory of planned behavior and the science communication learning goals model, we conducted a survey to identify science communication training needs of university scientists (n = 266) at a large US land-grant university. Results indicate that most respondents believed scientists and media relations offices were most responsible for communicating science to the public but only somewhat responsible for their learning of science communication or its outcomes. In addition, respondents who had higher levels of interest and enjoyment in science communication perceived their content knowledge to be higher and reflected on science communication concepts and processes better than respondents with lower levels of interest and enjoyment. We also found that scientists who participated in science communication training during the past three years enjoyed science communication more and were more likely to contribute than scientists who did not participate. Results suggest that communication training should focus on increasing scientists’ positive attitudes toward public engagement and motivating scientists to feel responsible for public engagement. Trainers should encourage scientists to share their communication experiences with colleagues, expose them to science communication resources, and help them recognize their individual role in the science communication process. .

摘要

在计划行为理论和科学传播学习目标模型的指导下，我们进行了一项调查，以确定大学科学家的科学传播培训需求（n = 266）在美国一所大型赠地大学。结果表明，大多数受访者认为科学家和媒体关系办公室对向公众传播科学负有最大责任，但对他们学习科学传播或其结果只负一定责任。此外，对科学传播的兴趣和享受程度较高的受访者认为他们的内容知识更高，并且比兴趣和享受程度较低的受访者更能反映科学传播的概念和过程。我们还发现，过去三年参加科学传播培训的科学家比未参加的科学家更喜欢科学传播，更有可能做出贡献。结果表明，沟通培训应侧重于提高科学家对公众参与的积极态度，并激励科学家对公众参与负责。培训师应鼓励科学家与同事分享他们的交流经验，让他们接触科学交流资源，并帮助他们认识自己在科学交流过程中的个人作用。.