Student podcast-mediated public communication: fostering social responsibility in undergraduate science
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This study explores the classroom implementation of an audio podcast assignment in an undergraduate course on public science communication. Drawing on theories of professional identity formation and science communication, it investigates students’ perceptions of their social responsibilities as future science professionals as well as their communicative practices podcasting science to the public. Conducted at a Canadian university, the study involved 34 students who created podcasts designed to engage lay audiences in scientific topics. Analyzing open-ended student reflections and podcasts, the study examines the extent to which students recognized the civic purposes of science communication and enacted socially responsible orientations in their podcasts. Cognizant of their civic duties, most students created podcasts that addressed broader societal issues, adopting communicative practices consistent with the pursuit of social good. The findings suggest that podcasting can serve as a pedagogical tool for cultivating students’ civic agency and advancing science education’s social mission. By combining creative expression with public engagement, podcasting can encourage students to see themselves not only as scientists-in-training but also as future communicators with a professional responsibility to serve the public good.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.012 | 0.019 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.004 |
| Science and technology studies | 0.001 | 0.004 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.003 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it