New Perspectives in Science Education

Science communication is an integral component of the scientific process—inseparable from laboratory research, data analysis, and theoretical modeling. The dissemination of scientific findings through conferences, peer-reviewed journals, or even public outreach is essential for advancing knowledge and fostering public understanding of science. Yet, despite its importance, most undergraduate programs neglect formal training in science communication. As a result, students often face the design of posters, preparation of manuscripts, and delivery of oral presentations as additional challenges rather than natural extensions of their research work.

Over the past several years, I have incorporated science communication activities across a variety of physics courses to cover this gap. These activities include writing scientific papers based on laboratory results, composing op-eds for local newspapers, creating short educational YouTube videos for high school students, preparing posters for science museum outreach events, writing letters to policymakers advocating for research funding, and crafting elevator pitches to present at community libraries.

These assignments not only help students develop essential communication skills but also deepen their understanding of physics concepts through the act of teaching and explaining them to others. Student feedback has been consistently positive, and preliminary quantitative assessments suggest that these activities serve as effective tools for enhancing both learning outcomes and engagement with science.

Here, I will describe the science communication activities implemented in my courses and their outcomes, demonstrating that incorporating science communication into the physics curriculum can transform how students learn, connect, and contribute—preparing the next generation of scientists to communicate their work with clarity and purpose.