Publications

Feb 11, 2026 Editorial

Editorial | Science Communication pursing the “unexpected places”

by Fabio Ribeiro , Sónia Silva , Thaiane Oliveira

Space is also communication. Widely regarded as an urban and daily space philosopher, Henri Lefebvre (1974) argued that space, as a physical dimension, is a shared platform to induce ower and lifestyle options, through a general social agreement. As such, Lefebreve proposed three perspectives: 1) conceived space (planned, technical, institutional); 2) perceived space (deeply rooted in daily practices); 3) living spaces (associated with symbolic and sentimental experiences). Years later, Michel de Certeau’s (1980) proposition of space as a “stable order”, “planned” and practice-oriented was then also studied by Marc Augé (1992), suggesting the concept of “non-places”, defined as the total absence of identity, relationships and historical meaning. Airports, shopping centres, hotels, walking circuits, just to name a few, were the symbol of such a lack of interaction, guided by visual and informative signs. Circulation, income and consumption are the key figures of these “non-spaces”.

Volume 25Issue 22026Science communication in Unexpected Places (Unexpected places)

Feb 11, 2026 Article

Back for the future: public engagement with climate science through a multimodal STEM escape room

by Amanda Jane Mathieson , Edward Duca , Joseph Roche

Research has explored escape rooms for their education potential but there is a notable lack of literature in the public engagement context. This paper illustrates findings from three editions of Back for the Future, a climate-themed STEM escape room delivered both online and in person, with and without COVID-19 restrictions. We demonstrate that escape rooms can engage those who normally do not seek out science in an enjoyable experience that may foster future engagement. Players become immersed in the game environment, losing track of time and can succeed in the activity regardless of their science background. We also propose that self-determination theory, science capital and flow are beneficial concepts for designing games that enhance engagement for a variety of audience groups. Finally, we hope to provide useful and generalisable recommendations for delivering impactful STEM escape rooms in unexpected places (and perhaps with unexpected limitations).

Volume 25Issue 22026Science communication in Unexpected Places (Unexpected places)

Feb 11, 2026 Article

Exploring Chemistry: the impact of an interactive chemistry model on student motivation in non-formal education spaces

by Ariane Carolina Rocha , Ana Carolina Steola , Ana Cláudia Kasseboehmer

The negative image of Chemistry that students have, associated with chemophobia, reflects the decontextualized way in which the subject is often taught. This study investigates how an interactive chemistry model, developed for a science communication exhibition, can influence high school students’ perception and motivation to learn chemistry. Based on the Theory of Self-Determination, the chemistry model illustrates Advanced Oxidation Processes in a safe, interactive and accessible way. The exhibition was visited by 250 public high school students. Data was collected based on the responses of the participants who answered the Intrinsic Motivation Inventory questionnaire and took part in semi-structured interviews conducted as part of the study. The results obtained showed that the interactive chemistry model exerted a positive impact on the following intrinsic motivation factors: interest, perceived competence, effort, value, pressure/tension, and perceived choice. The science communication activity also stimulated the participants’ interest in pursuing university education, reinforcing the role of non-formal education in helping overcome chemophobia.

Volume 25Issue 22026Science communication in Unexpected Places (Unexpected places)

Feb 11, 2026 Article

Engaging science: audience perceptions of informal science communication on Arabic YouTube channels

by Omar Daoudi , Muhammad Awais

This study investigates the emotional and cognitive responses of Arabic-speaking audiences to informal science communication on YouTube. Focusing on three prominent Arabic YouTube channels that provide science content, @Da7ee7, @NidhalG, and @Espitalia, the study analyzes their communication styles to explore how stylistic differences shape audience engagement and perception. The study classifies the channels into three distinct communicative styles; humorous, academic, and conversational to examine variation in audience responses. Employing computational content analysis, the study applies LDA topic modeling and sentiment analysis to examine emotional and cognitive engagement in user comments. Results show that humorous content is associated with stronger positive emotions and cognitive activation, whereas academic and conversational styles evoke more mixed reactions. Topics like space science and artificial intelligence elicit complex emotions such as confusion and admiration. Addressing a key gap in Arabic-language science communication, the study reveals how style and topic shape public engagement in culturally specific digital spaces.

Erratum to: “Engaging science: Audience perceptions of informal science communication on arabic YouTube channels”

by Omar Daoudi and Muhammad Awais

Volume 25Issue 22026Science communication in Unexpected Places (Unexpected places)

Feb 11, 2026 Article

Scrolling through science: how accurate is science content on TikTok

by Ricardo Morais , Clara Eloïse Fernandes

TikTok has become a popular platform for science communication, particularly among younger audiences, allowing creators to reach broader audiences. However, concerns about the accuracy of science content shared on the platform have emerged, prompting this study to investigate the reliability of informal science communication by popular creators. Informal science communication is the casual sharing of scientific information on platforms like TikTok. The main objective is to assess how well this content adheres to established scientific principles and avoids misinformation. By analysing videos from creators with significant followings, we will evaluate their adherence to scientific accuracy and identify factors that influence it, such as the creators' backgrounds and platform algorithms. The findings will highlight trends in the accuracy of content, with some creators producing reliable information while others risk spreading misinformation. Ultimately, the research will provide recommendations for enhancing the accuracy of science content on TikTok, promoting critical thinking among viewers, and advancing informed science communication on social media.

Volume 25Issue 22026Science communication in Unexpected Places (Unexpected places)

Feb 11, 2026 Article

Improvised theatre for public engagement with the climate crisis in rural Irish communities

by Claire A. Murray Dr , Gesche Kindermann Dr , Paola Serrano Bravo , Katy Schutte , Fergus McAuliffe , Amanda Jane Mathieson , Ruth Graham , Jessamyn A. Fairfield

Engaging the public with the climate crisis has proven challenging due to both the technical complexity of the issue and the strong emotions evoked. “Doom and gloom” approaches run the risk of provoking backlash, despair or overwhelm, none of which support constructive action. Here we used unscripted theatre to make room for both scientific content and affective responses, towards enhancing agency in rural communities at the greatest risk of negative impacts from climate change, who are often excluded from scientific, engagement, and policy discussions. We developed a travelling improvised theatre show called ‘We Built This City on Rock and Coal’ that toured diverse Irish coastal and island communities. Mixed methods evaluation showed that self-efficacy of improvisers, scientists, and audience members on the topic of climate change increased after taking part, demonstrating the viability of improvised theatre as a science communication strategy and methodology for co-created engagement with societal challenges.

Volume 25Issue 22026Science communication in Unexpected Places (Unexpected places)

Feb 11, 2026 Article

Cultural and communicative pathways in grassroots science and innovation: field research learnings from under-resourced rural India

by Uttaran Dutta

This article examines grassroots innovation in under-resourced regions of rural India, where science communication emerges through culturally resonant and locally grounded practices in informal settings. Drawing on fieldwork with youth and students in underserved communities, the study foregrounds human ingenuity and participatory engagement that organically co-create context-specific solutions. Challenging linear, expert-driven paradigms, it advances a community-centered framework and highlights the potential of informal contexts — marked by linguistic diversity, trust deficits, and infrastructural limitations — to foster alternative modes of science communication. Informed by Indigenous methodologies and decolonial insights, the research critiques top-down models of knowledge transfer and advocates for inclusive, dialogic, and place-based approaches. Integrating insights from communication, cultural, and design studies, the article positions science communication as an equitable and co-creative process. By centering marginalized voices and alternative epistemologies, it reimagines science engagement as a transformative and empowering practice that connects scientific inquiry to lived experience in unexpected yet vital ways.

Volume 25Issue 22026Science communication in Unexpected Places (Unexpected places)

Feb 11, 2026 Practice Insight

Glaciers as classrooms: designing an outdoor lab as a learning space on ice

by Philipp Spitzer , Jan Höper , Martin Gröger , Volker Heck

This article presents the development of a hybrid educational format that integrates an outdoor glacier laboratory with a virtual learning environment. Grounded in Educational Design Research, the project enables students to investigate glacial and climate-related phenomena through hands-on experiments conducted directly on the glacier, complemented by immersive digital tools. Insights from pilot implementations with school classes informed iterative refinement. The approach illustrates how glacier environments can be transformed into accessible and pedagogically coherent learning spaces, promoting climate literacy and student engagement with real-world environmental change.

Volume 25Issue 22026Science communication in Unexpected Places (Unexpected places)

Feb 11, 2026 Practice Insight

Three scientists walk into a bar... Approaching new audiences for informal science communication: the project “Plötzlich Wissen!” (Sudden Knowledge!)

by Julia Schnetzer , André Lampe , Inga Marie Ramcke , Kerstin Kremer , Philipp Schrögel

Sudden Knowledge! (Plötzlich Wissen!), a science communication format established through our own initiative as scientists, implemented science communication in a spontaneous conversational setting. It combined elements of guerilla science/street science, science busking and pub science events. Between 2017 and 2020 the project - centered on marine science - was presented in 16 major German cities. This novel approach, using puppetry and hands-on experiments sparked interest in science and reached non-academic audiences. During the COVID19-pandemic, the format transitioned to online livestreaming on the platform twitch.tv, using video games as entry points for conversations about marine sciences. Between 2020 and 2024 we performed 55 livestreams. Here we outline the development of the format, share evaluation data and our experiences. Our main goal is to provide practical recommendations for scientists who are interested in using informal, guerilla style approaches to reach audiences who might not be reached by traditional science communication strategies.

Volume 25Issue 22026Science communication in Unexpected Places (Unexpected places)

Feb 11, 2026 Practice Insight

From the laboratory to the kitchen table? An insight into theory-based game development practices for science communication

by Andreas Siess , Oliver Ruf , Aleksandra Vujadinovic

This practice report aims to outline the idea of science communication as a multidimensional practice that extends beyond the transmission of scientific facts to include the tacit, cultural, and experiential dimensions of science—with a focus on ‘the university’ as an embodiment of the culture of science. Drawing on the idea of ‘kitchen table science communication’, we present a board game designed to foster critical engagement with the implicit norms and structures of academic life among students, their families, and broader publics. Emphasizing science as a complex, adaptive, and culturally situated endeavor, the game serves both as an educational tool and as a medium for participatory meaning-making. Through iterative development and ethnographic testing across diverse academic and informal settings, we explore how playful, narrative-driven formats can open epistemic spaces and promote a more intuitive, affective, and accessible understanding of science. Our findings suggest that games—by embracing abstraction, indeterminacy, and co-creation—offer unique affordances for cultivating science literacy as lived experience rather than codified knowledge.

Volume 25Issue 22026Science communication in Unexpected Places (Unexpected places)

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