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By investigating scholarly output in science communication from 1997 to 2018, this research sought evidence that science education has been increasingly focusing on communication methods to reach the public. Through an automatic scientometric method, this study analyzed 1300 articles published in two leading journals in the field of science communication. As a result, seven trends were revealed and categorized into three themes: Public engagement with science (PES); Media and science (MS); and Issues in science (IS). Furthermore, PES and MS scholarly output were found increased significantly. The findings confirmed the goal of this research. However, it then suggested a research area of bridging science education and science communication that is currently less explored. Given increased focus towards PES and MS, these fields are primed for further collaboration to more engage the public in science learning. Keywords: CATAR, scientometric analysis, science communication, science education, science-edu-communication.

Learning about artificial intelligence (AI) has become one of the most discussed topics in the field of education. However, it has become an equally important learning approach in contemporary education to propose a “general education” agenda that conveys instructional messages about AI basics and ethics, especially for those students without an engineering background. The current study proposes a situated learning design for education on this topic. Through a three-week lesson session and accompanying learning activities, the participants undertook hands-on tasks relating to AI. They were also afforded the opportunity to learn about the current attributes of AI and how these may apply to understanding AI-related ethical issues or problems in daily life. A pre- and post-test design was used to compare the learning effects with respect to different aspects of AI (e.g., AI understanding, cross-domain teamwork, AI attitudes, and AI ethics) among the participants. The study found a positive correlation among all the factors, as well as a strong link between AI understanding and attitudes on the one hand and AI ethics on the other. The implications of these findings are discussed, and suggestions are made for possible future revisions to current instructional design and for future research.

In light of the increased time spent by people on watching the news via social media, what might be the communication impacts if science education could help in producing science news media for the public? The present study compared the audience levels of awareness, enjoyment, interest, opinion formation, and understanding (AEIOU) toward science experimentally between two groups: the general science communication (GSC) group (i.e., participants with general daily science news digestion) and the science edu-communication (SEC) group (i.e., participants who watched science news videos produced jointly by science educators, scientists, and news media production teams). As a result, those in the SEC group showed significantly higher levels of &ldquo, interest&rdquo, formed more scientific &ldquo, opinions&rdquo, and had better &ldquo, understanding&rdquo, than the GSC participants. In terms of creating an &ldquo, additional opportunity&rdquo, to develop science news media sustainably for the public, the present study confirms more salient outcomes when science educators are involved in the production of science news media.

The aim of this exploratory study was to examine the impact of five personality traits (extraversion, agreeableness, conscientiousness, neuroticism, and intellect/imagination) on the perception of students towards online learning. A total of 208 students from Taiwan (male = 96 and female = 112) with previous online course experience participated in an online survey using a bulletin board system. To measure personality traits and students’ perceptions, the Mini-International Personality Item Pool and the Perception of Students towards Online Learning instruments were used respectively. The researchers employed hierarchical regression analysis to analyse the data obtained. The results showed that two personality traits (conscientiousness and intellect/imagination) had a larger positive impact on students' perceptions towards online learning, whereas neuroticism had significantly negative effects on participants of online courses. These results provide evidence that students with different personality traits have different preferences for and experiences in online courses.

For better understanding of how the public perceive the information in science communication, this study sought to develop the scale of Science Edu-Communication (SEC), an instrument to measure AEIOU: Awareness, Enjoyment, Interest, Opinion formation, and Understanding. The AEIOU framework was adopted for use as the major component of SEC to depict participants&rsquo, general perceptions of science communication from their daily life experiences. Responses from 121 participants were analysed using exploratory factor analysis, item discrimination, and qualitative coding analysis. Results support SEC-AEIOU as a valid and reliable instrument to measure the effectiveness of science communication experiences. Additionally, SEC-AEIOU can serve as a framework for research and practice to bridge science communication and science education. In particular, science communicators, educators, and institutions that engage in science communication and educational activities may benefit from such a metric. This scale seeks to assist in building a robust framework to facilitate the trend of bridging science communication and science education: Science Edu-Communication.