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Public Engagement with Science calls for scientists to think more reflexively about their research, and how assumptions, power and contexts influence associated communication. To interrogate this, we utilised design to stimulate reflexive thinking about science communication through a residential ‘Engagement Incubator’ that took the form of a pop-up cardboard laundromat. Participants reported an increased appreciation for, and insight into, PES theory, and its relevance to their work. In addition, our experience of enacting PES theory, and reflexive thematic analysis of data collected through the process, deepened our own understanding of PES and reinforced our appreciation of engagement as reproductive, and inherently circular work.

The Programme for International Student Assessment (PISA) ranks Mexico in one of the last places in science performance [OECD, 2019]. This has been a concern for some local science communication groups (SCGs) in small and medium-sized cities, whose mission is to fill this disparity by performing science communication (SciCom) activities. The SCGs were contacted via a survey to collect information about their dynamics and public reach. A descriptive analysis enabled the identification of the logistics and coordination issues found among SCGs. Consequently, a local network of science communication groups is advised to reinforce their impact.

This paper takes an ecological approach to examine the public engagement with science (PES) pressures and expectations perceived by publicly engaged scientists. Interviews with high-achieving, publicly engaged scientists reveal that unidirectional factors within science (‘push forces’) and engagement (‘pull forces’) contexts drive them towards PES. Running counter to those are ‘drag forces’, or pressures not to engage. Our analyses reveal that high-achieving publicly engaged scientists mitigate those pressures through employing certain engagement strategies, such as by overproducing academic research and selectively sharing PES news with institutions and colleagues. Findings enrich our understanding of the complex operation of norms in the ever-changing PES landscape.

There exist today many forms of anti-scientific beliefs, from extreme views like the QAnon conspiracies, to misconceptions about vaccines and cancer treatment. The COVID-19 pandemic has presented to us a situation in which the public is being asked by medical experts and politicians alike to trust in science and follow after various health recommendations like wearing masks or getting vaccinated against the virus. We used an anti-science belief scale [Morgan et al., 2018] to assess how preexisting beliefs that run counter to the scientific narrative predict behaviors during the pandemic. We found that people who were more accepting of those anti-scientific positions trusted medical information and experts less and engaged less in recommended health behaviors, while simultaneously showing a more favorable view of Trump's actions as President during the pandemic.

YouTube videos offer a potentially useful vehicle for the communication of science, health, and medical information about COVID-19 to children. Findings from this research showed that primary characters appearing in children's educational YouTube videos about COVID-19 were most often adults, with about an equal number of men and women and few characters from diverse racial and ethnic backgrounds. Primary characters frequently demonstrated and modeled protective health measures. Adult expert characters (medical professionals and scientists) appeared to some extent in these videos. Directive discourse frames appeared most frequently, followed by the informative and persuasive discourse frames when communicating scientific and health information. Changes in the use of informative, directive, and persuasive frames before and after the U.S. Centers for Disease Control (CDC) announced guidelines on how to communicate about COVID-19 with children are explored.

In recent years, access to science content production has been democratized. New actors can make their discourses reach large audiences through popular platforms with no institutional gatekeeping. However, it remains unclear which conceptions of the science-society relationship underlie science content created by non-corporate individuals. To explore how science communication cultures of boosters and critics inform this kind of science content in Spanish, we conducted a qualitative content analysis of a sample of 50 videos from ten YouTube science channels. Our results suggest that more accessible science communication does not necessarily entail a democratized view of science but may reinforce a traditional perspective.

In 2020, National Science Week events shifted online in response to Australian COVID-19 restrictions. Our research captures this rapid pivot from in-person to online science events, exploring experiences through audience and presenter questionnaires, and follow-up interviews. We examine characteristics of audiences for online science events, benefits and barriers of these events, and opportunities for online engagement. Key benefits were ease of attendance, new experiences enabled online, and greater control and flexibility. Lack of social interaction, technology issues, and audience reliability were identified as barriers. Our research suggests online events operate in a different sphere to in-person events and informs the delivery of engaging online experiences.

This study provides a practice insight into campus/community co-farming as a communication experience connecting civic participants and experts in exploring the potential applications of smart agriculture. The observation focuses on participants' perceptions of smart-agri practices. The objectives of smart-agri practices have been identified to reduce negative environmental impact and meet local challenges; their development corresponds to the civic value-driven experience of promoting sustainable agriculture with low-risk, trackable information. Relatively few studies on smart-agri communication have engaged with the non-expert level. The findings highlight a viable participatory communication form of problem-solving, the public's trust of expertise, and a vision for inclusive socio-economic applications of smart agriculture.

Traditionally, the Royal Institution's Christmas Lectures have always adopted a deficit model for communication, with one or two invited scientists giving lectures to an audience present at the Royal Institution (Ri) and, since 1936, an audience watching the lectures on television at home. As trends in public engagement have tended towards more dialogue or participatory models, the Ri has made efforts to create a programme of events around the lectures: extending the experience outside of the lecture theatre and giving audiences more opportunities to experience live events and participate in discourse. In this paper, we explore data collected as part of an 18 month evaluation of the Christmas Lectures and their associated events. We focus on data collected at events designed to create live and interactive experiences beyond the lectures and evaluate these participatory approaches. The paper shares this learning to enhance the extension of traditional science communication towards science participation.

From ‘Feed the Birds’ to ‘Do Not Feed the Animals’ takes an engaged approach in which science communication is both process and outcome of the research. The project started in the UK in March 2020, coinciding with government-imposed lockdowns in response to the COVID-19 pandemic; since the project’s engagement had been designed around in-person interactions, a rapid and creative rethink was needed. This paper outlines the redesign of the project and describes a hybrid model of on-line and in-person engagement, integrating new skills and technologies which the pandemic catalysed, with well-established in-person practice in science communication. Our research develops good practice for online, participatory science communication, and supports the advancement of engaged research more widely.