Abstract
Now more than ever, developing science communication skills that anticipate and respond to the wicked problems communities now face is key to beginning to untangle the complexity and consider systemic, deep change. This process needs to begin with how science is taught and is of particular importance when graduates have communication as a primary part of their role, such as the medical and veterinary professions.
Teaching and learning about communicating uncertainty, risk, power and control, and clients’ choices within a democracy provide ongoing challenges in the generation of veterinary professionals appropriately prepared for their science communication roles.
Reflection on the impact of science communication models on the teaching of science, whether that be the deficit (dissemination), dialogue, participatory approaches or Irwin’s third order (Irwin, 2021), leads to the question about the best approach to teaching veterinary science.
Third order thinking does not exclude the use of one-way dissemination of information. Instead, this approach creates an arena for reflecting on the best tool for the job, including through consideration of context, history, relationships, risk, and time requirements. This paper will reflect on the challenges for a Third Order perspective in teaching into deficit model curriculum, and include discussion on evidence -based teaching and learning, and reflection on how to teach and model professional reflexivity.
Teaching and learning about communicating uncertainty, risk, power and control, and clients’ choices within a democracy provide ongoing challenges in the generation of veterinary professionals appropriately prepared for their science communication roles.
Reflection on the impact of science communication models on the teaching of science, whether that be the deficit (dissemination), dialogue, participatory approaches or Irwin’s third order (Irwin, 2021), leads to the question about the best approach to teaching veterinary science.
Third order thinking does not exclude the use of one-way dissemination of information. Instead, this approach creates an arena for reflecting on the best tool for the job, including through consideration of context, history, relationships, risk, and time requirements. This paper will reflect on the challenges for a Third Order perspective in teaching into deficit model curriculum, and include discussion on evidence -based teaching and learning, and reflection on how to teach and model professional reflexivity.
| Original language | English |
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| Number of pages | 1 |
| Publication status | Published - 13 Apr 2023 |
| Event | 17th International Conference of the Public Communication of Science and Technology 2023: PCST 2023 - Rotterdam, The Netherlands Duration: 11 Apr 2023 → 14 Apr 2023 Conference number: 17 https://www.pcst.network/conferences/past-conferences/pcst-2023/ https://www.pcst.network/wp-content/uploads/2023/04/PCST2023_BookofAbstracts_complete_April.pdf (Program and abstracts) |
Conference
| Conference | 17th International Conference of the Public Communication of Science and Technology 2023 |
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| Abbreviated title | Creating Common Ground |
| Period | 11/04/23 → 14/04/23 |
| Other | 11-14 April 2023, Rotterdam, The Netherlands The 17th international conference of the Public Communication of Science and Technology network took place from 11–14 April 2023 in Rotterdam, The Netherlands. The PCST Network hosted a series of online conference sessions from 3 – 5 April 2023 prior to PCST2023 taking place in Rotterdam. The Conference started on 11 April 2023 with a full day of pre-conference workshops. The main conference ran over three full days (12 – 14 April 2023), and featured an exciting line-up of plenary speakers, themed lunch sessions and a packed programme of visual and oral presentations, mini workshops, performances and demonstrations. The main theme of PCST 2023 was ‘Creating Common Ground’. This theme signifies the role and value of science communication as boundary work that connects scientists, engineers, policymakers, business leaders and citizens. It also points to the role of science communication to enable collaboration and co-creation of knowledge, but also dialogue, debate and critique about how science is applied in society. |
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