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Perspective ARTICLE

Front. Commun. | doi: 10.3389/fcomm.2019.00078

Evidence-based science communication Provisionally accepted The final, formatted version of the article will be published soon. Notify me

  • 1University of Warwick, United Kingdom
  • 2Rhine-Waal University of Applied Sciences, Germany

Effective science communication can empower research and innovation systems to address global challenges and put public interests at the heart of how knowledge is produced, shared, and applied. For science communication to play this mediating role effectively, we propose a more integrated and ‘evidence-based’ approach. This commentary identifies key issues facing the science communication field. It suggests a series of prescriptions, inspired by the impact of ‘evidence-based medicine’ over the past decades. In practice, evidence-based science communication should combine professional expertise and skills with the best available evidence from systematic research. Steps required to achieve this outcome include more quality assurance in science communication research, significant changes in teaching and training, and improved interfaces between science communication research and practice.

Keywords: Public engagement with Research, Upstream public engagement, Public understanding of technology, Public understanding of science (PUS), science communication practice, science communication research, Public communication of sciences, Public communication of science and technology, communication of scientific knowledge, Communication of science, divulgación científica, Divulgação científica, Public Engagement, Science Communication

Received: 21 Nov 2019; Accepted: 31 Dec 2019.

Copyright: © 2019 Jensen and Gerber. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: Prof. Eric A. Jensen, University of Warwick, Coventry, United Kingdom,