Science Communication 1 - BMEGT41A115

The aim of the course is to introduce the theoretical foundations of science communication and their traditional and non-traditional platforms with examples and practices. In the first part of the course, students will get a brief introduction about science, stereotypes of science and scientists, and science communication theories. The second part of the course introduces the traditional platforms of science communication, such as online and offline science journalism and electronic media, i.e. radio and TV programs. In the third part of the course, the non-traditional platforms will be presented, including complex science projects, bottom-up initiatives (e.g. meet-ups), and science blogs and vlogs. Science and scholarly images are shown in literature and films/series, and new opportunities such as science cafés and science art will also be analyzed. The course helps students acquire knowledge of science communication through group and individual tasks, emphasizing the acquisition of practical experience.

1. Solid knowledge of the most important social science conceptualizations needed to study the communication phenomena.
2. Solid knowledge of conceptualization for studying communication and media phenomena.

1. Ability to recognize social and communication problems, and to choose appropriate solutions
2. Ability to make judgements in practical tasks, ability to make independent decisions
3. Analytical skills

1. Openness to social change
2. Professional and moral stance

1. Display one’s own worldview in a professional setting
2. Independence
3. Proficiency in professional communication both in oral and written form

Presentations, analytical practices, projects, individual and teamwork, written and oral offline and online communication, audiovisual and presentational techniques, usage of online social platforms

• van Dam, Frans és tsai. (2020) szerk. Science Communication. An Introduction. Singapore: World Scientific.
• Egyed László és tsai. (2012) A tudománykommunikáció nem hagyományos színterei. Budapest: Eötvös Loránd Tudományegyetem.
• Gregory, Jane és Miller, Steve (2000) Science in Public. Cambridge, UK: Perseus.
• Haynes, Roslynn D. (2017) From Madman to Crime Fighter: The Scientist in Western Culture. Johns Hopkins University Press.
• Kárpáti Andrea és Vásárhelyi Tamás (2011) szerk. Múzeumi tanulás. Budapest: Typotex.
• Lewenstein, Bruce V. (2003) Models of Public Communication of Science and Technology. https://ecommons.cornell.edu/bitstream/handle/1813/58743/Lewenstein.2003. Models_of_communication.CC%20version%20for%20Cornell%20eCommons.pdf?sequence=3&isAllowed=y.
• Palugyai István és tsai. (2011) Tudományos újságírás. Budapest: Tudományos Újságírók Klubja.

The assessment of the formulated learning outcomes. Condition of signature: 70% participation of the classes. If the student has not come for 70% of the classes, they cannot get the signature.

Partial performance evaluation (project): following the course materials of the semester, the student prepares, presents, and critiques a science communication project that the student can make individually or in teams Partial performance evaluation (homework): preparation and presentation of analyzes, short written, or audio/visual materials related to theoretical backgrounds. Partial performance evaluation (active participation): 70% active participation of the classes. If the student has not come for 70% of the classes, they cannot get the signature

• részteljesítmény-értékelés (házi feladatok): 40
• aktív órai részvétel: 20
• összesen: 60

• Partial performance evaluation (project): 40
• összesen: 40

Partial performance evaluation (active participation): 70% active participation of the classes. If the student has not come for 70% of the classes, they cannot get the signature

One of the homeworks can be resubmitted during the retake week.

Consulted with the Faculty Student Representative Committee, approved by the Vice Dean for Education, valid from: 08.05.2023.

Basics of science communication, purpose, audience, traditional and non-traditional scenes of science communication. Topics, requirements. How does science work? The relationship between science and science communicators. Science communication organizations. Theoretical models of science communication. Stereotypes about science, scientists (social scientists and naturalists). Traditional forms of science communication. Offline scientific journalism. News, interview, essay. Electronic media. Radio and television programs. Online scientific journalism. Similarities and differences between offline and online journalism. Non-traditional forms of scientific communication. Scientific cafes. Scientific art. Scientific meeting. Scientific debates. Educational lectures. Complex scientific projects. University of All Knowledge. Scientific festivals and events. The Budapest Science Festival. Museums and exhibitions, museum pedagogy. Science center. Literature and film. Horror and sci-fi. Pop culture stereotypes and their changes. Researcher blogs and vlogs. Scholars on social media sites (Facebook and Twitter).