The competence, interest, and perceived self-efficacy of undergraduate students in science communication
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Gasanguseyn I. Ibragimov 1 * , Sergei P. Zhdanov 2 , Nonna Y. Volosova 3 , Svetlana A. Knyazeva 4 , Svetlana V. Efimushkina 5 , Lyubov V. Kochneva 6
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1 Department of Pedagogy of Higher Education, Kazan (Volga region) Federal University, Kazan, RUSSIA2 Department of Civil Law Disciplines, Plekhanov Russian University of Economics, Moscow, RUSSIA3 Department of Criminal Law, Orenburg State University, Orenburg, RUSSIA4 Department of Medical and Social Assessment, Emergency and Ambulatory Practice, I. M. Sechenov First Moscow State Medical University, Moscow, RUSSIA5 Department of Physics and Mathematics, Moscow City University, Moscow, RUSSIA6 Department of Sociology, Psychology and Social Management, Moscow Aviation Institute, Moscow, RUSSIA* Corresponding Author

Abstract

Science communication is an important part of science literacy that helps build trust in science, promotes the public interest, and supports informed decision-making on scientific issues. However, the literature lacks studies examining undergraduate student’s competence, interest, and self-efficacy in science communication. This study investigated undergraduate student’s competence, interest, and perceived self-efficacy skills in science communication. Two instruments were used to collect data from 226 undergraduate students in a public research university. The findings revealed that participants’ competence and interest in science communication were moderate. The data shows that STEM students lack confidence in their ability to engage in science communication and are not particularly interested in it. The study found no significant differences in competence, interest, perceived self-efficacy, and gender. Likewise, no significant differences were found in competence and perceived self-efficacy across different grade levels. However, there was a significant relationship between participants’ interests and their grade levels. The effect size was small for competence and interests in science communication. The conclusion discusses the implications of the findings for future studies.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 20, Issue 1, January 2024, Article No: em2387

https://doi.org/10.29333/ejmste/14118

Publication date: 16 Jan 2024

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