An analysis of science communication courses in the UK for the development of physics students

Анотація

This review examines science communication courses and modules typically delivered within the UK. While this type of course is generally offered at undergraduate study, the material and techniques presented can be used at any educational level. The taught content and different methods of assessment both formative and summative are discussed. The main results obtained were that, while ‘science communication’ is not a common module in higher education, those sessions that are available often focus on modern media technologies such as podcasts, as well as assessment by portfolio. All university level courses provided opportunities for students to participate in public outreach, although these range in duration between short- and long-term projects. Suggested content for a course, based on common curricula are provided as a resource for teachers in any science discipline to be able to plan essential skills-based sessions with appropriate delivery and assessment methods. The effect of applying this resource to a module within the authors discipline is provided showing a small increase in final grade with a small drop in grade distribution. Student feedback shows an average satisfaction response greater than 80% using these concepts.