Science communication is an increasingly important field of activity, research and policy. It should not be assumed however, that science communication practices provide equitable and empowering opportunities for everyone. Social exclusion, inclusion and equity are key challenges for practitioners, researchers, policy makers and funders involved with science communication. In this commentary I reflect on the limitations of the ‘barriers approach to understanding social inclusion and exclusion from science communication and argue instead that a more complex perspective is needed. I conclude that placing equity at the heart of science communication is crucial for developing more inclusive science communication practices.

Socially inclusive science communication has to take place where people spend most of their time — within their communities. The concept of knowledge◦rooms uses empty shops in socially disadvantaged urban areas for offering low-threshold, interactive science center activities. The commentary carves out essential features that contributed to the success of the pilot project. Most importantly, the knowledge◦rooms had to be welcoming and comfortable for visitors of various backgrounds. The spaces were easy to access, the initiators were seen as trustworthy actors by temporarily becoming part of the community and the offer was respectful of the time and knowledge of its users.

Science centers are seen as places for communication of science very focused on the mise en scène of the content and methodologies of natural sciences. However, in the recent history, these institutions are transforming their role within education and transformation processes in the society they are engaged with. This communication presents a social project in Medellín, Colombia, that involves a vulnerable community, the local authorities of the city, academic institutions and NGO’s and a science center that is neighbor to this community.

Sharing scientific knowledge in conflict zones may not sound like a priority. Still science communicators can contribute to address social issues by inviting people to experience research practice, engaging them in scientific questioning and constructive dialog.

Previous studies on public engagement with science have identified various difficulties in the encounters between experts and lay people. However, there is a scarcity of research investigating expert-youth interaction. In this paper we focus on the interactive framings of an informal PES event. Based on a case study involving a climate change panel discussion and a simultaneous online chat, both aimed at young people, we discuss the multiplicity of framing. Further, we look for “misbehaviours” which challenge the rationality and norms of the event. Our findings indicate that the frame of deliberative participation is very fragile.

In this theoretical paper we explore the use of narrative as a learning tool in informal science settings. Specifically, the purpose of this paper is to explore how narrative can be applied to exhibits in the context of science centers to scaffold visitors science learning. In exploring this idea, we analyze the theoretical, structural and epistemological properties of narrative. In the pages that follow, we first discuss the advantages and possibilities for learning that science centers offer alongside challenges and limitations. Next, we discuss the role of narrative in science, as a tool for supporting science learning. We then continue with an analysis of the structural and epistemological properties of narrative and discuss how those can serve to establish narrative as a learning tool.

Modern society has led many people to become consumers of data unlike previous generations. How this shift in the way information is communicated and received — including in areas of science — and affects perception and comprehension is still an open question. This study examined one aspect of this digital age: perceptions of astronomical images and their labels, on mobile platforms. Participants were n = 2183 respondents to an online survey, and two focus groups (n = 12 astrophysicists; n = 11 lay public). Online participants were randomly assigned to 1 of 12 images, and compared two label formats. Focus groups compared mobile devices and label formats. Results indicated that the size and quality of the images on the mobile devices affected label comprehension and engagement. The question label format was significantly preferred to the fun fact. Results are discussed in terms of effective science communication using technology.

Even in the best-resourced science communication institutions, poor quality evaluation methods are routinely employed. This leads to questionable data, specious conclusions and stunted growth in the quality and effectiveness of science communication practice. Good impact evaluation requires upstream planning, clear objectives from practitioners, relevant research skills and a commitment to improving practice based on evaluation evidence.

Metaphors and visualizations are important for science communication, though they may have limitations. This paper describes the development and evaluation of a novel interactive visualization, the "Dynamic Evolutionary Map"' (DEM), which communicates biological evolution using a non-standard metaphor. The DEM uses a map metaphor and interactivity to address conceptual limitations of traditional tree-based evolutionary representations. In a pilot evaluation biology novices used the DEM to answer questions about evolution. The results suggest that this visualization communicates some conceptual affordances differently than trees. Therefore, the described approach of building alternative visual metaphors for challenging concepts appears useful for science communication.

The great increase in visitor studies on science museums and centres (SMC) has been marked also by a shift in approach to these studies, paying more attention to the social context of the visits and the nature of the experience. Evaluations have influenced directly SMC exhibition practices but more attention needs to be paid in research about the personal experiences of visits, how these are interpreted and how they contribute to scientific literacy.