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Suggested Citation:"CONCLUDING COMMENTS." National Academies of Sciences, Engineering, and Medicine. 2016. Communicating Chemistry: A Framework for Sharing Science: A Practical Evidence-Based Guide. Washington, DC: The National Academies Press. doi: 10.17226/23444.
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CONCLUDING COMMENTS

This guide is intended not only to aid chemists and others engaged in communicating science to the public, but also to encourage engagement with the public. The example of the chemist making a presentation at the community center is designed to illustrate both the flexibility of the framework and the scalability of its steps according to the goals of the chemist conducting the activity and the activity itself. Sidebar 4 provides a second example for how the framework could be used. It is hoped that using this guide will be an enriching experience that will better equip chemists for what is fast becoming a very important aspect of being a scientist in today’s world.

Suggested Citation:"CONCLUDING COMMENTS." National Academies of Sciences, Engineering, and Medicine. 2016. Communicating Chemistry: A Framework for Sharing Science: A Practical Evidence-Based Guide. Washington, DC: The National Academies Press. doi: 10.17226/23444.
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Communicating Chemistry: A Framework for Sharing Science: A Practical Evidence-Based Guide Get This Book
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A growing body of evidence indicates that, increasingly, the public is engaging with science in a wide range of informal environments, which can be any setting outside of school such as community-based programs, festivals, libraries, or home. Yet undergraduate and graduate schools often don’t prepare scientists for public communication.

This practical guide is intended for any chemist – that is, any professional who works in chemistry-related activities, whether research, manufacturing or policy – who wishes to improve their informal communications with the public. At the heart of this guide is a framework, which was presented in the report Effective Chemistry Communication in Informal Environments and is based on the best available empirical evidence from the research literature on informal learning, science communication, and chemistry education. The framework consists of five elements which can be applied broadly to any science communication event in an informal setting.

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