Communicating Popular Science: From Deficit to Democracy by Sarah Tinker Perrault (auth.)

By Sarah Tinker Perrault (auth.)

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They don’t go to bars to read rhetorical theory or to work on scholarly monographs. At the same time, by using a space, people have the potential to change it. If people conform strictly to the place’s existing norms, there’s no change. If they Popular Science Writing: Problems and Potential 11 do things a bit differently, though, this changes the understanding— tacit or otherwise—of what one can or should do and say in that place. As a case in point, I was once invited to join a knitting and crocheting group that met in a bar.

While terminology varies between (and even within) different science studies disciplines, I find it useful to refer to the two constructs as ‘Traditional– Idealist’ and ‘Realist–Skeptical’. Both terms come from Bauer et al. , ‘Public’, p. 42). , p. 44). The following sections explore these two constructs. Traditional–Idealism The Traditional–Idealist construct of science, which Ziman refers to as ‘the Legend’, is characterized by realism, rationalism, and objectivism. Realism is the belief that science has access to ‘a single, fixed, determinable Truth’ (Branscomb, quoted in Anson, p.

This work has begun in existing 10 Communicating Popular Science studies of popular science writing that talk about what science popularization does and could do; however, these works don’t specifically explore how popular science texts can better promote CUSP. Even scholars who pin their hope on science communication express concern about how to overcome the gap between its potential and what it actually does. ‘Science communication’, Holliman et al. say, is ‘at a crossroads…but frustratingly in need of a map’ (‘Investigating’, p.

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