Learning (how) to listen: a key aspect in training future scientists for meaningful dialogue with society

Abstract

The current paper presents the findings of an educational design study conducted within the realm of science communication training. Within this study framework, we implemented the active listening observation scale (ALOS) in a science communication training based on (deliberate) experiential learning. Our investigation centered on determining the efficacy and mechanisms through which the ALOS facilitated the acquisition of active listening skills. This was achieved through semi-structured interviews conducted with participants who, as part of our training regimen, participated in numerous dialogue sessions with a non-scientific audience. Through reflexive thematic analysis, it was observed that the ALOS facilitated learning in three distinct manners. First, the ALOS enhanced active listening cognition, by aiding participants in identifying active listening as a spectrum of behaviors serving various functions. Second, the ALOS enhanced the enactment of active listening behaviors by reinforcing the deliberate character of the experiential learning process. Lastly, the ALOS enhanced active listening affect, by assisting participants in recognizing active listening as key in fostering meaningful dialogue. We contemplate our findings within the context of the imperative to advance training initiatives explicitly tailored to fostering meaningful dialogue with society. Moreover, we underscore the necessity to refine science communication training from a pedagogical perspective.