Ask not what the public thinks of you;
Ask rather what you think of the public …
Rick BorcheltDirector for Communications and Public
AffairsOffice of Science, Department of Energy
How many times in the last year have you:
O Written an op-ed or article for a general news publication?
O Appeared on TV or radio or YouTube to explain your research?
O Given a talk to a public (non-peer) audience about your research?
O Sat down with a policy maker to explain your (or your field’s) research findings?
Why do scientists communicate with the public about their research?
Motivations to communicate about research (survey says ….)
O “To ensure the public is better informed about S&T generally OR to raise awareness about science generally OR to raise awareness about my research subject”” 80% a main or secondary reason for engaging with the public
O “To contribute to discussions about S&T issues OR social and ethical issues science can raise OR contribute to public debate about S&T issues” 38% main or secondary reason
More motivations to communicate with the public
O “Raise awareness about science” 25%O “Be accountable for public funds” 24%O “Raise awareness about my subject” 24%O “Generate additional funds for universities
and colleges” 17%O “Recruit students to my field” 14%O [“There are no reasons to engage the
public” 1%]
Reasons scientists don’t communicate about their research with the public
Reasons scientists don’t communicate about their research with the public
How much of a problem for science is ….
“The public does not know very much about science”
Major problem 85%Minor problem 14%Not a problem 1%
Reasons scientists don’t communicate about their research with the public
How much of a problem for science is …
“The public expect solutions to problems too quickly”
Major problem 49%Minor problem 45%Not a problem 6%
Snippets from Besley & Nisbet, 2013
O “Almost universally … scientists believe the public is inadequately informed about science topics …. Further, scientists believe that, except for a small minority, the public is uninterested in becoming more knowledgeable.”
O “Scientists view the public as nonrational and unsystematic in their thinking and that they rely on anecdotes…” (gasp!)
More snippets from the literature
Scientists believe the public is ….O emotional (Michael & Brown, 2000)O fear prone (Davies, 2008)O overly focused on the sensational
(Peterson et al, 2009)O self-interested (Burningham et al,
2007)O stubborn in the face of new
evidence (Burchell, 2007; Cook et al, 2004)
Answers that never came up in these surveys …
O I don’t do science communication because I suck at it
O I do science communication because my institution thinks it’s a critical part of my job
O I don’t do science communication because the public is already well enough informed about my issues
O I do science communication to learn more about my issues from the public.
Information deficit: the guiding myth of (much) science communication
Too much knowledge is a dangerous thing … in biotech, anyway
Susanna Priest Hornig (Nature, 2000)
O Low levels of educational attainment in science were associated with low levels of support for biotechnology applications
O Medium levels of education were associated with high(er) levels of support
O Pop quiz: High levels of education were associated with ___________________ ?
And this sobering note (Munoz et al, 2012)
O “the variables commonly applied in public perception studies have limited predictive value with respect to the attitude towards public funding of scientific research"
[Translation: public attitudes toward science and attitudes towards funding show little correlation … in Spain, anyhow]
Different approaches to public communication of S&T
O Public awareness: If only the public knew about us, they would love us (The NASA Paradox)
O Public understanding: If only the public knew what we knew, they would love us (The DOE Paradox)
O Public engagement: If only we understood each other better, ____________________?
O a lecture by any other name is still a lecture
O people don’t like being on the receiving end of a lecture they didn’t ask for
O people want to interact meaningfully and exchange information when they communicate
O exchange must be real and symmetric
