Scientific Communication: An Opportunity for Enhancing Pre-service Science Teachers' Implementing Scientific Communication in School Contexts

Abstract

This study explored pre-service science teachers' views on s scientific communication. Ten participants from Valaya Alongkorn Rajabhat University, enrolled in a Scientific Communication course, were interviewed using open-ended questions. Findings revealed that while they understood the importance of scientific communication, their understanding was largely limited to classroom settings, focusing on teacher-student interactions. They prioritized visuals, multimedia, and simplified language as communication strategies. However, their awareness of broader applications, like public engagement and policymaking, was limited. Many lacked experience in tailoring messages for diverse audiences, including avoiding jargon. The study highlights a need for comprehensive scientific communication training in teacher education. Experiential learning, collaboration with science communicators, and digital media integration are recommended. Future research should examine the impact of structured training on long-term skill development. Enhancing these skills will better equip future teachers to effectively communicate science in various contexts, improving public scientific literacy.