Communicating in Science: Why It Matters

Abstract

Formal science education has long focused on teaching science students in K–12, undergraduate, and graduate programs to interpret works of and create works for other scientists. This is reflected in the Science & Engineering Practice of Obtaining, Evaluating, and Communicating Information, which articulates the need for students in science and engineering to interpret and create “domain-specific text.” However, this isn’t the whole picture. There’s more to it than communication between scientists; discourse about science between scientist and non-scientist and even between non-scientists are also important skills to be developed.

Keywords:

• Informal Education
• STEM

Additional information

Notes on contributors

Beth Murphy

Beth Murphy, PhD ([email protected]), is field editor for Connected Science Learning and an independent STEM education consultant with expertise in fostering collaboration between organizations and schools, providing professional learning experiences for educators, and implementing program evaluation that supports practitioners to do their best work.