Concepts underpinning participatory science communication have much to offer science communication training and capacity building. This paper investigates a capacity building program with 15 science communicators from nine African countries involved in a six-week program in Australia. Data was collected via surveys, observations, informal interactions and ongoing relationships tracking program outcomes. Key features with a participatory nature included: holistic programs giving participants diverse skills and entry points; ensuring participant's freedom, agency, autonomy and self-efficacy; real-world networking as a self-directed participatory process; participant-led design processes to build skills for creating programs; and, embedding training in real-world contexts with deliberately selected publics.

中文翻译：

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对于现实世界的结果，您需要现实世界的培训：科学传播中的参与能力建设

支持参与式科学传播的概念对科学传播培训和能力建设有很大帮助。本文调查了一项能力建设计划，该计划由来自 9 个非洲国家的 15 名科学传播者参与澳大利亚为期六周的计划。数据是通过调查、观察、非正式互动和跟踪计划结果的持续关系收集的。具有参与性的主要特点包括：为参与者提供不同技能和切入点的整体计划；确保参与者的自由、代理、自主和自我效能；现实世界的网络作为一个自我指导的参与过程；以参与者为主导的设计过程，以培养创建程序的技能；并且，将培训嵌入到精心挑选的公众的现实世界环境中。