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Integrating public communication into undergraduate science through creative production of audio podcasts.

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Title: Integrating public communication into undergraduate science through creative production of audio podcasts.
Authors: Oliveira, Alandeom W.1 (AUTHOR) aoliveira@albany.edu, Brown, Adam O.2 (AUTHOR) abrown@uottawa.ca, Shao, Gabrielle2 (AUTHOR) gshao081@uottawa.ca, Wenghofer, Alysha2 (AUTHOR) aweng041@uottawa.ca
Source: Australian Educational Researcher (Springer Science & Business Media B.V.). Dec2025, Vol. 52 Issue 6, p3925-3954. 30p.
Abstract: This study explores how public communication was meaningfully integrated into a third-year undergraduate science course at a Canadian university through a podcasting assignment. In this course, students collaboratively produced science audio podcasts for radio broadcast, engaging in authentic, public-facing communication. Drawing on a qualitative, interpretive analysis of students' podcast performances and post-activity reflections, the study examines how students navigated the genre of science podcasting. Findings reveal that students consistently emphasised engagement, accessibility, and relatability—strategically using conversational tone, humor, storytelling, and genre hybridisation (e.g., framing podcasts as detective stories or game shows) to connect with non-specialist audiences. To enhance relatability, students incorporated personal experiences, cultural references (such as familiar TV shows or celebrities), and local settings (e.g., interviewing people on the street). To increase accessibility, they employed terminology simplification, content easification, and figurative language, including analogies and metaphors. These practices reflect students' emerging awareness of the rhetorical and performative dimensions of public science communication. The study argues that podcasting, when used deliberately and reflectively, offers a powerful pedagogical tool for cultivating science communication skills among undergraduates and preparing future scientists to effectively engage public audiences. [ABSTRACT FROM AUTHOR]
Copyright of Australian Educational Researcher (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: This study explores how public communication was meaningfully integrated into a third-year undergraduate science course at a Canadian university through a podcasting assignment. In this course, students collaboratively produced science audio podcasts for radio broadcast, engaging in authentic, public-facing communication. Drawing on a qualitative, interpretive analysis of students' podcast performances and post-activity reflections, the study examines how students navigated the genre of science podcasting. Findings reveal that students consistently emphasised engagement, accessibility, and relatability—strategically using conversational tone, humor, storytelling, and genre hybridisation (e.g., framing podcasts as detective stories or game shows) to connect with non-specialist audiences. To enhance relatability, students incorporated personal experiences, cultural references (such as familiar TV shows or celebrities), and local settings (e.g., interviewing people on the street). To increase accessibility, they employed terminology simplification, content easification, and figurative language, including analogies and metaphors. These practices reflect students' emerging awareness of the rhetorical and performative dimensions of public science communication. The study argues that podcasting, when used deliberately and reflectively, offers a powerful pedagogical tool for cultivating science communication skills among undergraduates and preparing future scientists to effectively engage public audiences. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Australian Educational Researcher (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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