| MATHEMATICS (TURKISH, PHD) | |||||
| PhD | TR-NQF-HE: Level 8 | QF-EHEA: Third Cycle | EQF-LLL: Level 8 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| PRL4543 | Science Communication | Fall | 3 | 0 | 3 | 5 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | En |
| Type of course: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | RA NİLÜFER GEYSİ |
| Course Objectives: | The aim of this course is to provide students with fundamental knowledge about science communication, enhance their scientific literacy skills, and help them understand the impact of science on society. The course explores the historical development and evolving nature of science communication while addressing the relationship between science and communication. It also discusses how science is marketed in popular culture, the importance of trust in scientists and scientific institutions, and the effects of misinformation and misdirection. The course examines various models of science communication and the theories used to understand these models. By focusing on topics such as health communication, environmental communication, and nutrition communication, it informs students about the significance and impact of science communication in these fields. Additionally, by addressing subjects like science communication in the age of artificial intelligence, science journalism, and science communication and public relations, it enables students to comprehend contemporary practices in science communication. Moreover, the course aims to increase awareness in the field of science communication, foster the development of critical thinking skills, and enhance competence in accessing and understanding scientific knowledge. It also contributes to students' understanding of the importance of science communication by highlighting the role it plays in society. |
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The students who have succeeded in this course; 1) Define the concept of science and science communication, 2) Examine the topic of science communication from ethical, sociological, and psychological perspectives, 3) Discuss approaches and models related to science communication, 4) Understand the challenges of conveying scientific messages to different target audiences and discover effective ways to overcome them, 5) Learn about various tools used in science communication, such as visuals, storytelling, games, films, activities, advertising, advocacy, and new media. 6) Conduct case analyses in health communication, nutrition communication, environmental communication, and technology communication within the framework of science communication, 7) Debate the role of science communication in democracy. |
| In this course, students will learn about science communication from various perspectives within the scope of this course. The course content includes the history of science communication, the relationship and importance of science and communication, popular culture and science, scientific citizenship, scientific literacy, science communication models and related theories, and topics such as health communication, nutrition communication, environmental communication, and technology communication. |
| Week | Subject | Related Preparation | |
| 1) | Introduction to the course: aim and contributions of the course | ||
| 2) | What is science? The historical development of science and communication. Introduction to science communication. The changing nature of science communication. | ||
| 3) | Scientific literacy, understanding scientific knowledge, scientific citizenship, the role of science communication in democracy. | ||
| 4) | Science in popular culture, commercialization of science, trust in scientists and scientific institutions, science communicators, misinformation/disinformation | ||
| 5) | Models of science communication, theories to understand science communication: situational target audience theory, situational problem-solving theory, relationship and dialogue theories | ||
| 6) | Health communication: Vaccine hesitancy, obesity, cancer, smoking addiction, GMOs | ||
| 7) | Environmental communication: Nuclear energy, climate change | ||
| 8) | Nutrition communication: Popular media and nutrition | ||
| 9) | Science communication in the era of artificial intelligence | ||
| 10) | Science journalism | ||
| 11) | Science communication and public relations | ||
| 12) | Activities, festivals, and science: Case studies | ||
| 13) | The present and future of science communication New media, games and VR: New tools for science communication | ||
| 14) | Review of the semester | ||
| Course Notes: | Science Communication- Annette Leßmöllmann, Marcelo Dascal, Thomas Gloning, 2019 |
| References: |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | % 0 | |
| Laboratory | % 0 | |
| Application | % 0 | |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | % 0 | |
| Quizzes | % 0 | |
| Homework Assignments | 1 | % 20 |
| Presentation | % 0 | |
| Project | % 0 | |
| Seminar | % 0 | |
| Midterms | 1 | % 30 |
| Preliminary Jury | % 0 | |
| Final | 1 | % 50 |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 50 | |
| PERCENTAGE OF FINAL WORK | % 50 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Special Course Internship (Work Placement) | 0 | 0 | 0 |
| Field Work | 0 | 0 | 0 |
| Study Hours Out of Class | 13 | 6 | 78 |
| Presentations / Seminar | 0 | 0 | 0 |
| Project | 0 | 0 | 0 |
| Homework Assignments | 0 | 0 | 0 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 1 | 4 | 4 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| Final | 1 | 6 | 6 |
| Total Workload | 130 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution |