Journal of Pedagogical Sociology and Psychology
Less prescription, more brainstorming: Teaching science and risk communication as a research class
Inez Ponce de leon 1 *
More Detail
1 Department of Communication, School of Social Sciences, Ateneo de Manila University, Philippines
* Corresponding Author
Open Access Full Text (PDF)
ARTICLE INFO

Journal of Pedagogical Sociology and Psychology, 2024 - Volume 6 Issue 1, pp. 23-43
https://doi.org/10.33902/jpsp.202425431

Article Type: Conceptual Article

Published Online: 03 Feb 2024

Views: 866 | Downloads: 482

ABSTRACT
Risk, Disaster, and Humanitarian Communication is a required undergraduate course for Philippine Communication majors, but the standardized curriculum implies the need to create materials for a homogeneous audience assumed to be ignorant about and in need of scientific information. However, science and risk communication research show that communication must first be cognizant of local cultures by studying local understandings of science and risk. The author, moreover, belongs to a Jesuit university, which focuses on social justice and bridging cultural divides. The author, therefore, created a communication course based on insights from previous research, consistent with Ignatian pedagogy, and drawn from her own work in community understandings of risk. The course, COMM 24: Science and Risk Communication, requires students to discuss the natures of science, risk, and science communication. They then have to work with different science-based issues for a specific public: each time, they must propose research to explore the public’s understanding of a specific risk, as well as a project grounded in empirical research. This structure provides students a holistic view of communication as an independent scholarly field with many questions yet to be explored, and one that must inform practice, rather than simply act as handmaiden to any other field.
KEYWORDS
science communication risk communication tertiary pedagogy the nature of science ignatian pedagogy
In-text citation: (Ponce de leon, 2024)
Reference: Ponce de leon, I. (2024). Less prescription, more brainstorming: Teaching science and risk communication as a research class. Journal of Pedagogical Sociology and Psychology, 6(1), 23-43. https://doi.org/10.33902/jpsp.202425431
In-text citation: (1), (2), (3), etc.
Reference: Ponce de leon I. Less prescription, more brainstorming: Teaching science and risk communication as a research class. Journal of Pedagogical Sociology and Psychology. 2024;6(1), 23-43. https://doi.org/10.33902/jpsp.202425431
In-text citation: (1), (2), (3), etc.
Reference: Ponce de leon I. Less prescription, more brainstorming: Teaching science and risk communication as a research class. Journal of Pedagogical Sociology and Psychology. 2024;6(1):23-43. https://doi.org/10.33902/jpsp.202425431
In-text citation: (Ponce de leon, 2024)
Reference: Ponce de leon, Inez. "Less prescription, more brainstorming: Teaching science and risk communication as a research class". Journal of Pedagogical Sociology and Psychology 2024 6 no. 1 (2024): 23-43. https://doi.org/10.33902/jpsp.202425431
In-text citation: (Ponce de leon, 2024)
Reference: Ponce de leon, I. (2024). Less prescription, more brainstorming: Teaching science and risk communication as a research class. Journal of Pedagogical Sociology and Psychology, 6(1), pp. 23-43. https://doi.org/10.33902/jpsp.202425431
In-text citation: (Ponce de leon, 2024)
Reference: Ponce de leon, Inez "Less prescription, more brainstorming: Teaching science and risk communication as a research class". Journal of Pedagogical Sociology and Psychology, vol. 6, no. 1, 2024, pp. 23-43. https://doi.org/10.33902/jpsp.202425431
REFERENCES
  • Abbot, D., & Wilson, G. (2015). The lived experience of climate change: knowledge, science and public action. Springer.
  • Adventist University. (n. d.). Communication Arts. Retrieved November 14, 2022, from https://web1.aup.edu.ph/wp-content/uploads/CAH.pdf
  • Allen, D., Coles, E., Kankaanranta, T., McMullan, C., Mobach, D., Norman, A., Perko, T., Pylvas, K., & Wijngaards, N. (2017). Good practices and innovation in risk communication. In K. Poljansek (Ed.), Science for disaster risk management: Knowing better and losing less (pp. 422-440). JRC Ispra.
  • Animal Genetics Training Resources (AGTR). (n. d.). Teaching science communication. Retrieved November 14, 2022, from http://agtr.ilri.cgiar.org/teaching-methods/teaching-science-communication
  • Aurbach, E. L., Prater, K. E., Cloyd, E. T., & Lindenfeld, L. (n. d.). Foundational skills for science communication: A preliminary framework. The University of Michigan. https://doi.org/10.3998/2027.42/150489
  • Baessler, F., Zafar, A., Ciprianidis, A., Wagner, F. L., Klein, S. B., Schweizer, S., Bartolovic, M., Roesch-Ely, D., Ditzen, B., Nikendei, C., & Schultz, J.-H. (2020). Analysis of risk communication teaching in psychosocial and other medical departments. Medical Education Online, 25(1), 1746014. https://doi.org/10.1080/10872981.2020.1746014
  • Baram-Tsabari, A., & Osborne, J. (2015). Bridging science education and science communication research. Journal of Research in Science Teaching, 52(2), 135-144. https://doi.org/10.1002/tea.21202
  • Baram-Tsabari, A., & Lewenstein, B. V. (2017). Science communication training: What are we trying to teach? International Journal of Science Education, 7(3), 285-300. https://doi.org/10.1080/21548455.2017.1303756
  • Blackie, M. A. L. (2023). Implications of a critical realism approach to chemistry research and education. Nature Chemistry, 15, 1047-1050. https://doi.org/10.1038/s41557-023-01274-2.
  • The British International School Kuala Lumpur. (2023). What is outcome-based education? Retrieved November 14, 2022, from https://www.k12academics.com/education-reform/outcome-based-education/what-obe
  • Brown University Science Center. (2014). Quick guide to science communication. Retrieved November 14, 2022, from https://www.brown.edu/academics/science-center/sites/brown.edu.academics.science-center/files/uploads/Quick_Guide_to_Science_Communication_0.pdf
  • Burns, T. W., O’Connor, D. J., & Stocklmayer, S. M. (2003). Science communication: a contemporary definition. Public Understanding of Science, 12, 183-202. https://doi.org/10.1177/09636625030122004
  • Campbell, N., Roper-Fetter, K., & Yoder, M. (2020). Principles of risk communication: A guide to communicating with socially vulnerable populations across the disaster lifecycle. Natural Hazards Center, University of Colorado Boulder.
  • Centers for Disease Control and Prevention (CDC). (2002). Crisis and emergency risk communication. Retrieved November 14, 2022, from https://www.asset-scienceinsociety.eu/sites/default/files/cdc_risk_communication_book.pdf
  • Chess, C., Hance, B. J., & Sandman, P. M. (1988). Improving dialogue with communities: A short guide for government risk communication. New Jersey Department of Environmental Protection.
  • Christensen, C. (2009). Risk and school science education. Studies in Science Education, 45(2), 205-223. https://doi.org/10.1080/03057260903142293
  • Commission on Higher Education (CHED). (2017). CMO 35: Revised policies, standards, and guidelines (PSGs) for Bachelor of Arts in Communication (BA Comm) Program. Retrieved November 14, 2022, from https://ched.gov.ph/wp-content/uploads/2017/10/CMO-35-s-2017.pdf
  • Crick, M. J. (2021). The importance of trustworthy sources of scientific information in risk communication with the public. Journal of Radiation Research, 62(S1), i1–i6. https://doi.org/10.1093/jrr/rraa143
  • De La Salle University (n. d.). Communication arts. Retrieved November 14, 2022, from https://www.dlsu.edu.ph/colleges/cla/academic-departments/communication/programs/#communication-arts
  • Department of Education. (2019). Statement on the Philippines Ranking in the 2018 PISA Results. Retrieved November 14, 2022, from https://www.deped.gov.ph/2019/12/04/statement-on-the-philippines-ranking-in-the-2018-pisa-results/
  • Dijkstra, A. M., de Bakker, L., van Dam, F., Jensen, E. A. (2020). Chapter 1: Setting the scene. In F. van Dam, L. de Bakker, A. M. Dijkstra, & E. A. Jensen (Eds.), World scientific series on science communication: Volume 1 (pp. 1-16). World Scientific Publishing.
  • Dohaney, J., Brogt, E., Wilson, T., Hudson-Doyle, E. Kennedy, B., Lindsay, J., Bradley, B., Johnston, D., & Gravley, D. (2016). Improving science communication through scenario-based role-plays. The National Centre for Tertiary Teaching Excellence.
  • Dohaney, J. (2017). Lessons learned from teaching about risk communication. Researchgate. https://doi.org/10.13140/RG.2.2.31141.29924
  • Feyerabend, F. (1975). How to defend society against science. Radical Philosophy, 011, 3-8.
  • Funtowicz, S. O., & Ravetz, J. R. (1993). Science for the post-normal age. Futures, 25(7), 739-755. https://doi.org/10.1016/0016-3287(93)90022-L
  • Gaztambide-Fernandez, R. A. (2012). Decolonization and the pedagogy of solidarity. Decolonization: Indigeneity, Education & Society, 1(1), 41-67.
  • Go, J., & Atienza, R. (2019). Learning by refraction: A practitioner's guide to 21st century Ignatian pedagogy. Ateneo de Manila University Press
  • Han, P. K. J., Piccirillo, J., Gutheil, C., Williams, D., Wartak, M. M., Dufault, C., Hallen, S., Lucas, F. L. L., & Joekes, K. (2016). Development and evaluation of an online risk communication teaching program for medical students. Medical Science Education, 26, 557-567. https://doi.org/10.1007/s40670-016-0290-3
  • Hebets, E. A. (2018). A scientist's guide to impactful science communication: A priori goals, collaborative assessment, and engagement with youth. BioEssays, 40, 1800084. https://doi.org/10.1002/bies.201800084
  • International Commission on the Apostolate of Jesuit Education (ICAJE). (1993). Ignatian pedagogy: A practical approach. Education society of Jesus.
  • Johns Hopkins University (JHU). (2019). Risk communication strategies for the very worst of cases. Author.
  • Longnecker, N. (2022). Twenty years of teaching science communication — a personal reflection. Journal of Science Communication, 21(7), C06. https://doi.org/10.22323/2.21070306
  • MacArthur, B. L., Aurbach, E. L., Lindenfeld, L. A., Bevan, B., & Newman, T. P. (2020). Bridging science with society: Defining pathways for engagement. Communication Center Journal, 6(1), 62-78.
  • Mauro, A. J., Neiva de Figueiredo, J., & Rashford, N. S. (2015). Ignatian pedagogy in the strategy classroom: experience, reflection and action towards better managerial decisions. Journal of Jesuit Business Education, 6(1), 77-100.
  • Mercer-Mapstone, L., & Kuchel, K. (2015). Teaching science students to communicate: A teaching resource. UQ eSpace.
  • Metcalfe, J. (2022). Science communication: a messy conundrum of practice, research and theory. Journal of Science Communication, 21(7), C07. https://doi.org/10.22323/2.21070307
  • Navarro, K., & McKinnon, M. (2020). Challenges of communicating science: perspectives from the Philippines. Journal of Science Communication, 19(1), 1-21. https://doi.org/10.22323/2.19010203
  • Ng, K. L., & Hamby, D. M. (1997). Fundamentals for establishing a risk communication program. Health Physics, 73(3), 473-482. https://doi.org/10.1097/00004032-199709000-00005
  • Organization for Economic Cooperation and Development (OECD). (2018). The 2018 PISA results. Author.
  • Ponce de Leon, I. Z. (2023a). Good neighbors, good response: Roxas, Capiz Post-Haiyan. International Journal for Crisis and Risk Communication Research, 6(1), 1-32.
  • Ponce de Leon, I. Z. (2023b). Running ideas up and down the clock: Using timed activities for the research classroom. Philippine Sociological Review, 71, 26-38.
  • Ponce de Leon, I. Z. (2021a). The purok system of San Francisco, Camotes: A communication perspective of community-based Haiyan response. International Journal of Disaster Risk Reduction, 61, 102379. https://doi.org/10.1016/j.ijdrr.2021.102379
  • Ponce de Leon, I. Z. (2021b). A portrait of contrasts in disaster risk response: A post-Haiyan study of Coron, Philippines. Weather, Climate, and Society, 13(3), 511-523. https://doi.org/10.1175/WCAS-D-20-0093.1
  • Ponce de Leon, M. I. A. Z. (2020a). The limits of a disaster imagination: A study of two communities hit by Haiyan. Journal of Risk Research, 23(11), 1452-1466. https://doi.org/10.1080/13669877.2019.1687576
  • Ponce de Leon, M. I. A. Z. (2020b). Of warnings and waiting: an examination of the path of information for two communities hit by Typhoon Haiyan. Journal of Risk Research, 23(5), 598-612. https://doi.org/10.1080/13669877.2019.1592212
  • Pousson, J. M., & Myers, K. A. (2018). Ignatian pedagogy as a frame for universal design in college: Meeting learning needs of Generation Z. Education Sciences, 8, 193. https://doi.org/10.3390/educsci8040193
  • Ragragio, J. L. D. (2021, December 26). Why we need facts and science communication now. Rappler.
  • Ratiani, M., Kitiashvili, A., Labartkava, N., Sadunishvili, P., Tsereteli, E., & Gvetadze, N. (n. d.). Teaching disaster risk reduction with interactive methods: Head teacher’s guide (Grades V – IX). National Curriculum and Assessment Centre of Republic of Georgia.
  • Robin, O., Leblanc, B., & Dumais, N. (2021). Teaching science communication with comics for postgraduate students. Frontiers in Communication, 6, 758198. https://doi.org/10.3389/fcomm.2021.758198
  • Roislien, J., O' Hara, J. K., Smeets, I., Brønnick, K., Berg, S. H., Shortt, M. T., Lungu, D. A., Thune, H., & Wiig, S. (2022). Creating effective, evidence-based video communication of public health science (COVCOM study): Protocol for a sequential mixed methods effect study. JMIR Research Protocols, 11(3), 34275. https://doi.org/10.2196%2F34275
  • Ruao, T., & Silva, S. (2021). Strategic science communication: The “Flatten the Curve” metaphor in COVID-19 public risk messaging. In S. Balonas, T. Ruão, & M.-V. Carrillo (Eds.), Strategic communication in context: Theoretical debates and applied research (pp. 175-211). UMinho Editora/Centro de Estudos de Comunicação e Sociedade. https://doi.org/10.21814/uminho.ed.46.9
  • Sandman, P. M. (2012). Responding to community outrage: Strategies for effective risk communication. AIHA Press.
  • Sansom, G. T., Aarvig, K., Sansom, L., Thompson, C., Fawkes, L., & Katare, A. (2021). Understanding risk communication and willingness to follow emergency recommendations following anthropogenic disasters. Environmental Justice, 14(2), 159-167. https://doi.org/10.1089/env.2020.0050
  • Shivni, R., Cline, C., Newport, M., Yuan, S., & Bergan-Roller, H. E. (2021). Establishing a baseline of science communication skills in an undergraduate environmental science course. International Journal of STEM Education, 8, 47. https://doi.org/10.1186/s40594-021-00304-0
  • Spektor-Levy, O., & Bat-Sheva, E. (2009). Teaching scientific communication skills in science studies: Does it make a difference? International Journal of Science and Mathematics Education, 7(5), 875-903. http://dx.doi.org/10.1007/s10763-009-9150-6
  • Spoel, P., & Barriault, C. (2011). Risk knowledge and risk communication: The rhetorical challenge of public dialogue. In D. Starke-Meyerring, A. Paré, N. Artemeva, M. Horne, & L. Yousoubova (Eds.), Writing in knowledge societies (pp. 87-112). Parlor Press
  • St. Ignatius College Adelaide. (2020). Learning and teaching framework: Striving for the Magis at Saint Ignatius’ College, Adelaide. Author.
  • St. Dominic College of Asia. (n. d.). Risk, disaster, and humanitarian communication. Author.
  • Stern, P. C. (1991). Learning through conflict: A realistic strategy for risk communication. Policy Sciences, 24, 99-119.
  • Strauss, J., Shope R. E., & Terebey, S. (2005). Science communication versus science education: The graduate student scientist as a K-12 classroom resource. Journal College Teaching & Learning, 2(6), 11-18. https://doi.org/10.19030/tlc.v2i6.1831
  • Trench, B. (2008). Towards an analytical framework of science communication models. In D. Cheng, D., M. Claessens, T. Gascoigne, J. Metcalfe, B. Schiele, & S. Shi. (Eds.), Communicating science in social contexts (pp. 119-135). Springer. https://doi.org/10.1007/978-1-4020-8598-7_7
  • Trinidad, J. E. (2017). Interdisciplinarity and Ignatian pedagogy. Perspectives in the Arts and Humanities, Asia, 7(2), 1-17.
  • United Nations Sustainable Development Goals (UN-SDG). (2024). Goal 4. Author.
  • University of Perpetual Help System. (n. d.). Risk, disaster, and humanitarian communication. Author.
LICENSE
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.