Filter by author: Carolin Enzingmüller

Involving school students in authentic research beyond their school learning means creating participatory, out-of-school opportunities related to research processes, giving them a voice in the applied format of science engagement. Important for such endeavours is a group of people we identify as “enablers”. Based on insights from two long-term and large-scale science engagement initiatives in Germany (the Darwin Day science outreach and the Plastic Pirates citizen science program), we identified four principal work tasks of enablers. They are described as (i) aligning the needs, expectations and goals of involved participants, (ii) translating differing conceptions about science into shared visions, (iii) guiding the design of the initiative through educational theory, and (iv) evaluating the success of the out-of-school science engagement initiative. We further suggest that self-awareness of being an enabler, working at the interface of the research and education sphere, is an important prerequisite to successfully collaborate with participants.

The science communication field strives to connect theory and practice. This essay delves into the potential of collaborative design to bridge this gap. Collaborative design in science communication can involve scientists, science communication researchers, designers, and other stakeholders in developing new science communication solutions. By incorporating diverse perspectives and expertise, it can help create more effective and evidence-based communication strategies that cater to the needs of audiences. To integrate these demands, a structured approach is necessary. This paper discusses two established frameworks, Design-Based Research and Design Thinking, and applies practical insights to envision the impact of collaborative design on the future of science communication.