Concordia University, Canada.
Public Underst Sci. 2022 Jul;31(5):648-659. doi: 10.1177/09636625211051970. Epub 2021 Nov 5.
As the demand for science communication proficiency is growing and post-secondary science communication courses and programs are launched or redesigned, it is paramount to understand who takes these courses and why. Based on a convergent mixed methods approach, this article explores the characteristics and self-reported motivations of students enrolled in an online science communication course at Université Laval, Canada, from 2009 to 2018. Results show that the typical science communication student is a woman with a career-orientated motivation pattern, mostly seeing science communication skills as an asset for a career in communication, science, or health. Be it career-driven, interest-driven, or online education-driven, motivation pattern differences emerge depending on the students' gender or field of study. Those patterns offer new paths of research, such as exploring the impact of science communication program design or of advertising strategies on enrollment.
随着对科学传播能力的需求不断增长，以及越来越多的高等院校开设或重新设计科学传播课程，了解哪些人会修这些课程以及他们的动机是什么变得至关重要。本文采用收敛混合方法，探讨了 2009 年至 2018 年期间在加拿大拉瓦尔大学修读在线科学传播课程的学生的特征和自我报告的动机。结果表明，典型的科学传播学生是一名女性，具有职业导向的动机模式，大多数人将科学传播技能视为在传播、科学或健康领域职业发展的一项资产。无论是职业驱动、兴趣驱动还是在线教育驱动，学生的性别或学科领域都会导致动机模式的差异。这些模式为研究提供了新的途径，例如探索科学传播项目设计或广告策略对入学的影响。
