Thai pre-service science teachers' practice of science communication in communities

Scientific knowledge has become important in people’s lives because it helps to increase their understanding of natural phenomena. When the benefits of science are combined with creativity and the use of knowledge in other fields, new technology, which helps to facilitate various activities, could be developed. In return, technology has advanced the knowledge of science (Institute for Promotion of Teaching Science and Technology [IPST], 2002). Thailand has changed from an agriculture-based economy to an industrial economy. It is therefore necessary to provide Thai citizens with higher levels of knowledge and skills so that they are equipped to engage in the global economy (Pillay, 2002).

However, the careless use of scientific knowledge and technology has caused many problems, including global warming (Gayford, 2002), polluted water (Bouillion & Gomez, 2001), garbage (Kortland, 1996), and the degradation of natural resources (Office of Natural Resources and Environmental Policy and Planning [ONEP], 2004). Therefore, science communication in needed to promote the scientific and technological literacy of Thai citizens. With this knowledge, they will gain ethical and moral decision-making skills regarding the scientific, technological, social, and environmental issues that affect their daily lives (Malmfors, Garnsworthy, & Grossman, 2000). Science communication is also considered an academic discipline that can be used for various purposes, such as the distribution of knowledge, entertainment, advertising, and campaigning (Welgold, Treise, & Rausch, 2007). Moreover, science communication is concerned with the nature of science, especially scientific enterprise (American Association for the Advancement of Science [AAAS], 1989). For example, science communication has been identified as the public engagement with science (PES), which enables people who have scientific knowledge and expertise, such as scientists, to help the public to express their visions, ideas, and knowledge in answering scientific questions or participating in science-related controversies. Public participation in science therefore is the framework for multi-directional dialogues among people who are willing to educate those involved in the discussion (McCallie, et al., 2009).

Many channels are available to communicate science knowledge to the public. The senders can use these channels according to their own objectives to educate, entertain, inform, or campaign (Welgold, Treise, & Rausch, 2007). Public audiences can receive ideas, knowledge, or value in response to scientific questions or science-related controversial issues from scientific experts by one- or two-way communication through listening, speaking, reading, or writing (Burns, O’ Conner, & Stocklmayer, 2003). Science communicators should have some important characteristics. They do not believe things easily, do not make biased judgments about people, accept reasonable information, are willing to change, and are confident that problems can be solved by scientific trials (Sing, 2007). Many models are used to explain and understand the complex process of science communication. For example, the Sender-Transmitter-Receiver model indicates that the message is produced by the scientist (sender) and transmitted to the student (receiver) without changes made by a schoolteacher or textbook (mediator). Such mediators often distort messages from scientists (Justin & Gilbert, 1999). This model was replaced with the interactive model, which is based on constructivist theory. In this model, the scientist provides information to the mediating teachers or textbooks. The mediator composes a message based on their interpretation. The students receive the message and give feedback to the mediator and the scientist. However, the proportion of students to scientists is too high for this model to be feasible (Osborne, 1996).

Several studies identified ways to achieve the goals of science communication. For example, the senders and receivers of information should have basic communication skills as well as understanding of the message that will be transmitted to the receivers. Moreover, the senders and receivers should know each other’s background, including beliefs, prior knowledge, and culture. In messages, if the senders use an incorrect meaning, it might cause the receiver’s misunderstanding. In media, the senders have to consider time, size, position, and clarity. In fact, the receivers commonly select some messages for attention, perception, or retention. Moreover, the environment of communication between the senders and receivers, such as place, time, instruments, relationships, responses, and feedback are important (Thai Communication Language Board, 2010). Yager (1991) suggested the importance of some aspects of constructivist learning environments in informal science communication. These include using open-ended questions; encouraging participants to suggest causes for particular events and predictions of consequences; encouraging the testing of the participants’ own ideas; encouraging participants to challenge conceptions and ideas; using cooperative strategies; encouraging adequate time for reflection and analysis; respecting all ideas; encouraging self-analysis; collection of real evidence to support ideas; and re-formulation; and encouraging the use of alternative sources of information. In fact, there is little opportunity in the informal context for science communicators to examine the prior knowledge or background of participants. Therefore, the science communicator has to be aware that knowledge can occur by building, not by telling. The participants also need to be given the opportunity to make sense of what is learned (Stocklmayer, 2001).

In the digital age of the 21st century, which is plagued by leapfrogging technology, information, and unbounded competition, communication knowledge and skills help to improve the potential working ability of people. Therefore, educators have an important role in terms of policy and practice in developing syllabi and organizing extra educational courses for learners (North Central Regional Educational Laboratory and Metiri Group, 2003). Educational reform includes changing the traditional style of teaching, to one that focuses on the learning process. In particular, students should not be passive learners but should learn actively (Office of the National Education Commission [ONEC], 2003). Moreover, the aim of holding science courses for learners nowadays is not only to ensure that students understand principles and theories but also to equip students with basic scientific skills (e.g., science communication skills). In addition, students should recognize the relationships among science, technology, human beings, and the environment with regard to their influences on each other. Hence, students could apply their scientific and technological knowledge meaningfully in their daily lives, which would benefit society. Therefore, teachers need to organize activities that develop communication skills, such as using actual scenarios or problems so that students have a chance to practice in real situations (IPST, 2002).

Unfortunately, at present, the teachers in Thailand and other educational systems around the world are making little effort to link the topics studied in the classroom with informal learning environments (Anderson, Kisiel, & Storksdieck, 2006). It is surprising that recent science learning processes do not relate science knowledge to daily life (Ngamkeeree, 2006). Moreover, the Thai educational system places too much emphasis on technical knowledge and not enough on knowledge that would help students become knowledgeable and qualified citizens (Pillay, 2002). In order to address the aforementioned problems, institutions for teacher education need to educate and improve pre-service teachers to possess adequate qualifications and standards for high vocations. According to Section 52 of The National Educational Act of 1999 and Amendments (Second National Education Act B.E. 2545 2002), a pre-service teacher should have not only understanding and knowledge about the content of courses but also relevant skills, including communication skills and ethics (National Research Council [NRC], 1996).

As a lecturer in a teacher-education institution, the researcher found that most newly graduated pre-service science teachers did not have knowledge about scientists’ activities at the social level (Butkatunyoo & Pitiporntapin, 2013), particularly science communication. Therefore, the researcher developed a 15-week science communication course to enhance pre-service science teachers’ teaching competencies in science communication by using reflection. At the end of this course, most pre-service science teachers who enrolled had increased their understanding of science communication in the following areas: science and communication; science language; science resources; science and technology issues; critical thinking; scientific listening, speaking, reading, and writing. Moreover, through taking this course, they had continued to develop their listening, speaking, reading, and writing skills had gained a positive attitude towards science communication and learning (Pitiporntapin, 2013). In order to examine the contribution of what they learned to the public, it was essential that the researcher follow up the pre-service science teachers who enrolled in the science communication course in their practice of science communication in communities. In the follow-up, the researcher focused on how they applied the knowledge and skills learned in the science communication course in the community practice. The researcher paid particular attention to how they helped people to express their visions, ideas, and knowledge in answering scientific questions or participating in science-related debates. This study uses the case studies of three pre-service science teachers who volunteered to be research participants in the research. The findings of this study will contribute to improving the science communication course by making it more meaningful and linking it to real situations.