Postgraduate Diploma in Science Communication

Purpose

The purpose of the Postgraduate Diploma in Science Communication is to skill a community of practitioners that have a background in either science or communication studies, with knowledge and competencies to communicate science in a relevant manner to a variety of stakeholders (or publics) in an appropriate and ethical manner and to promote science awareness, understanding and dialogue.

Learners will be able to use appropriate skills, media, activities, and dialogue to produce one or more of the following responses to science:

• Awareness, including familiarity with new aspects of science.
• Enjoyment or other affective responses, e.g., appreciating science as entertainment or art.
• Develop interest, as evidenced by voluntary involvement with science or its communication.
• Express opinions, the forming, reforming or confirming of science-related attitudes.
• Develop an understanding of science, its content, processes, and social factors

Upon completion of this qualification, qualifying learners will be able to

• Critically reflect, communicate, and promote science to society in formal and informal situations.
• Ethically communicate about issues in science.
• Construct, implement and evaluate media strategies to communicate science in given contexts.
• Select, analyse and use appropriate media to communicate science.
• Communicate science in contextualised knowledge systems.
• Research Science and Society issues.
• Reflect and theories about the discipline of science communication and its relevance to science.
• Interpret relevant policies and regulations that pertain to the field of practising science

Rationale

The traditional approach of communicating about developments in science and how scientific results are presented has been criticised for not being able to deliver compatible messages to audiences. In addition, the national policy on science engagement, particularly the Science Engagement Strategy (SES), has identified the need for skills in science communication. There is also a need to share science communication knowledge across all disciplines so that all sectors of society can share scientific knowledge and understand innovation. Science knowledge empowers people across all sectors of society to make informed decisions. The need for science communication skills (as advocated for in the White Paper on Science, Technology, and Innovation), and particularly the need for this qualification, was identified for the following target practitioner groups:

Science interpreters

This group is found in institutions such as science centres, museums, botanical, and zoological gardens, as well as other related science awareness public spaces. There is a need to enhance their ability to among others, (a) explain science to the non-scientific community in a simple and user-friendly way; (b) communicate science through exhibits, and (c) conceptualise programmes.

Scientists

They are mainly found in academia, research councils and related non-governmental institutions. Scientists require skills to communicate their research findings to both non-scientific and scientific communities. There are times where communities look upon scientists to provide explanations for natural phenomena (e.g., the heatwave experienced in South Africa during October 2015). Furthermore, scientists require skills to write media articles, to present their findings and themselves well on media platforms.

Communication and Media Professionals

The South African Social Attitude Survey 2013 found that media are the biggest source of scientific information for citizens in South Africa (with television being the highest, followed by radio and then print media). This group has no natural sciences background but possesses communication skills that require training on scientific agencies, scientific thinking and where to obtain objective information. Journalists need to be equipped with the following skills:

• Report and write science news.
• Extract the information they need from scientists in a way that stimulates scientists to give out more information voluntarily.
• Identify sources of science stories, including locating scientists, to provide scientific opinions on their planned stories prior to publishing
• Ability to integrate science storylines in social news reports.

Teachers

Between 20% and 25% of the country's population is found within the formal schooling system comprising of learners and teachers. Given the South African constitutional environment, every child should be subjected to at least twelve years of the schooling system. Teachers, in their daily role, impart scientific information to their learners. In addition to the pedagogical skills which they already have, teachers require skills for the following purposes:

• Communicate and relate scientific concepts to learners in a way that links to real-world examples relevant to the immediate environment.
• Identify sources of additional information.
• Use readily available materials to build models that explain scientific concepts.

There is also a need to improve science communication skills in the natural sciences fraternity of higher education will be incurred in capacity-building for the course.

Recognition of Prior Learning (RPL)

This qualification may be achieved in part or completely through the Recognition of Prior Learning, which includes formal, informal, and non-formal learning and work experience. The Recognition of Prior Learning (RPL) assessment process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal and non-formal learning. RPL is applied in terms of the policy and criteria of the institution. The necessary documentary evidence will have to be provided and a formal RPL process will be followed. The institution will apply in this qualification the RPL for both access and credits in line with the National Policy and Criteria for the Implementation of RPL (Amended in March 2019).

RPL for Access

Learners who do not meet the minimum entry requirements of the required qualification may be considered for RPL. There are two options:

• Advanced Standing, in which case the minimum entry requirements are waived by the admitting institution based on evidence of prior learning, work experience or any other relevant circumstances that may apply to an individual learner. No portfolio is required.

OR

• Applicants may provide evidence in the form of a portfolio that demonstrates that the applicant has acquired sufficient relevant knowledge, skills, and competencies to be able to reasonably meet the expectations for learning demanded by the qualification for which they are seeking access.
• In instances where RPL is applied for the purposes of access, no credits will be awarded for any previous learning. However, the candidate may choose the option of being assessed for credit.

RPL for credits

Learners who do meet the necessary entry requirements for admission to a qualification may be awarded some or all the credits towards the qualification. There are two possibilities:

• Learners may apply for RPL to be exempted from a module or some modules by providing sufficient evidence in the form of a portfolio that demonstrates that a level of competency, equivalent to the learning outcomes of the module or modules, has been achieved. Credits will be awarded for such modules.

OR

• Learners may apply for RPL to be awarded all the credits required for the qualification. Sufficient evidence must be provided that demonstrates a level of competency equivalent to all the learning outcomes of the qualification.

Entry Requirements

The minimum entry requirement for this qualification is

• Advanced Diploma in Media Studies, NQF Level 7.

Or

• Bachelor of Arts in Media Studies, NQF Level 7.

Or

• Bachelor of Arts in Communication Studies, NQF Level 7.

Or

• Advanced Diploma in Journalism, NQF Level 7.

Or

• Advanced Diploma in Communication Management, NQF Level 7.

Or

• A relevant qualification in the related field, NQF Level 7.

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 8 totalling 120 Credits.

Compulsory Modules, Level 8,100 Credits

• Research Project, 20 Credits.
• Nature of Science and Communication, 20 Credits.
• Science Communication and Contextualised Knowledge, 20 Credits.
• Science Communication Management, 20 Credits.
• Applied Science Communication, 20 Credits.

Elective Modules, Level 8, 20 Credits (Select one module from the following)

• Digital Science Communication, 20 Credits.
• Science communication for public spaces, 20 Credits.
• Science Communication in Education, 20 Credits.

1. Critically reflect, communicate and promote science to society in formal and informal situations.
2. Ethically communicate about issues in science.
3. Construct, implement and evaluate media strategies to communicate science in given contexts.
4. Select, analyse, and use appropriate media to communicate science.
5. Communicate science in contextualized knowledge systems.
6. Research Science and Society issues.
7. Reflect and theorise about the discipline of science communication and its relevance to science.
8. Interpret relevant policies and regulations that pertain to the field of practicing science.

Associated Assessment Criteria for Exit Level Outcome 1

• Critique the different approaches used in public engagements on Scientific topics.
• Plan, organise and manage public engagement activities for relevant audiences.
• Identify different advantages and disadvantages for different approaches used for public engagement activities on scientific topics.

Associated Assessment Criteria for Exit Level Outcome 2

• Contextualise the paradoxes of practising science as a subject discipline in different paradigms.
• Identify and debunk myths about science.
• Critically discuss the contemporary global dilemmas and catastrophes in science.

Associated Assessment Criteria for Exit Level Outcome 3

• Draft and provide a plan for a science event that uses established project management principles.
• Identify relevant stakeholders in given contexts of science communication and suggest strategies for identification, positioning, and management of target markets.
• Discuss the challenges and opportunities associated with communicating science to stakeholders through various media channels.
• Suggest ways to advocate awareness, interest, participation, and enjoyment of science among members of the society.

Associated Assessment Criteria for Exit Level Outcome 4

• Evaluate the suitability of different media for different science topics.
• Evaluate the choice of multimedia output for communication efficacy.
• Generate a script and storyboard appropriate to a science communication topic.
• Generate and compile multimedia material covering an event.
• Edit and convert the multimedia for posting, appropriate to the chosen medium.
• Display ability to use basic multimedia techniques in representing scientific activities.
• Generate appropriate science communication campaigns and publications for multimedia.

Associated Assessment Criteria for Exit Level Outcome 5

• Recommend appropriate intercultural communication strategies for case-based problems.
• Provide an account of the development of indigenous African science.
• Relate intercultural challenges in modern-day contexts to communicating the practice of science.

Associated Assessment Criteria for Exit Level Outcome 6

• Describe the stages applied in a science communication research process.
• Contextualise a science communication research problem within existing literature and theoretical framework.
• Identify an appropriate research problem for implementation.
• Present data and concomitant analysis in an academically acceptable manner.
• Apply appropriate theoretical framework and methodology to analyse and interpret data.
• Synthesise the research findings and make informed conclusions and recommendations.

Associated Assessment Criteria for Exit Level Outcome 7

• Contrast different theories of learning in science communication.
• Distinguish various theories on childhood learning, adult basic education and training as well as life-long learning.

Associated Assessment Criteria for Exit Level Outcome 8

• Critically discuss global science policy in the South African context.