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Student podcast-mediated public communication: fostering social responsibility in undergraduate science.

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Title: Student podcast-mediated public communication: fostering social responsibility in undergraduate science.
Authors: Oliveira, Alandeom W.1 (AUTHOR) aoliveira@albany.edu, Oliver Brown, Adam2 (AUTHOR), Shao, Gabrielle2 (AUTHOR), Wenghofer, Alysha2 (AUTHOR), Zullo, Amanda J.3 (AUTHOR), Navarro-Meza, Eduardo3 (AUTHOR)
Source: International Journal of Science Education, Part B: Communication & Public Engagement. Jun2026, Vol. 16 Issue 2, p303-320. 18p.
Subject Terms: *Science education, *Scientific communication, Social responsibility, Podcasting, Public communication, Professional identity, Undergraduate education
Abstract: This study explores the classroom implementation of an audio podcast assignment in an undergraduate course on public science communication. Drawing on theories of professional identity formation and science communication, it investigates students' perceptions of their social responsibilities as future science professionals as well as their communicative practices podcasting science to the public. Conducted at a Canadian university, the study involved 34 students who created podcasts designed to engage lay audiences in scientific topics. Analyzing open-ended student reflections and podcasts, the study examines the extent to which students recognized the civic purposes of science communication and enacted socially responsible orientations in their podcasts. Cognizant of their civic duties, most students created podcasts that addressed broader societal issues, adopting communicative practices consistent with the pursuit of social good. The findings suggest that podcasting can serve as a pedagogical tool for cultivating students' civic agency and advancing science education's social mission. By combining creative expression with public engagement, podcasting can encourage students to see themselves not only as scientists-in-training but also as future communicators with a professional responsibility to serve the public good. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Science Education, Part B: Communication & Public Engagement is the property of Taylor & Francis Ltd 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: Student podcast-mediated public communication: fostering social responsibility in undergraduate science.
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  Data: <searchLink fieldCode="AR" term="%22Oliveira%2C+Alandeom+W%2E%22">Oliveira, Alandeom W.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> aoliveira@albany.edu</i><br /><searchLink fieldCode="AR" term="%22Oliver+Brown%2C+Adam%22">Oliver Brown, Adam</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Shao%2C+Gabrielle%22">Shao, Gabrielle</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Wenghofer%2C+Alysha%22">Wenghofer, Alysha</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Zullo%2C+Amanda+J%2E%22">Zullo, Amanda J.</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Navarro-Meza%2C+Eduardo%22">Navarro-Meza, Eduardo</searchLink><relatesTo>3</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Science+Education%2C+Part+B%3A+Communication+%26+Public+Engagement%22">International Journal of Science Education, Part B: Communication & Public Engagement</searchLink>. Jun2026, Vol. 16 Issue 2, p303-320. 18p.
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  Data: *<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Scientific+communication%22">Scientific communication</searchLink><br /><searchLink fieldCode="DE" term="%22Social+responsibility%22">Social responsibility</searchLink><br /><searchLink fieldCode="DE" term="%22Podcasting%22">Podcasting</searchLink><br /><searchLink fieldCode="DE" term="%22Public+communication%22">Public communication</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+identity%22">Professional identity</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+education%22">Undergraduate education</searchLink>
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  Data: This study explores the classroom implementation of an audio podcast assignment in an undergraduate course on public science communication. Drawing on theories of professional identity formation and science communication, it investigates students' perceptions of their social responsibilities as future science professionals as well as their communicative practices podcasting science to the public. Conducted at a Canadian university, the study involved 34 students who created podcasts designed to engage lay audiences in scientific topics. Analyzing open-ended student reflections and podcasts, the study examines the extent to which students recognized the civic purposes of science communication and enacted socially responsible orientations in their podcasts. Cognizant of their civic duties, most students created podcasts that addressed broader societal issues, adopting communicative practices consistent with the pursuit of social good. The findings suggest that podcasting can serve as a pedagogical tool for cultivating students' civic agency and advancing science education's social mission. By combining creative expression with public engagement, podcasting can encourage students to see themselves not only as scientists-in-training but also as future communicators with a professional responsibility to serve the public good. [ABSTRACT FROM AUTHOR]
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  Label:
  Group: Ab
  Data: <i>Copyright of International Journal of Science Education, Part B: Communication & Public Engagement is the property of Taylor & Francis Ltd 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.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194673707
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              Text: Jun2026
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