Science communication in Russia has been developing fast during the last several years: new popular science projects, educational programmes for science journalists and science communicators, new media channels have appeared. Social media play a significant role in this process because of its unprecedented capacity to bring science closer to the public. This study is aimed at providing an understanding of how leading Russian science communicators, often famous science journalists and lecturers, manage their VK and Facebook profiles. Content and discourse analysis were used to examine communication strategies and to find patterns in the communication of those responsible for public science promotion. The investigation provided an understanding that 2 out of 5 science communicators devote about 50% of all the content on their pages to science or science popularization domain and miss "a rich opportunity to discuss science with the nonscientists in their networks by actually posting [scientific materials]" (McClain 2017: 4). Analysis of subscribers' likes, comments, and shares demonstrated that people are ready to consume scientific content: the most liked and shared posts on several analyzed pages are connected to these topics. Semi-structural interviews opened up to science communicators' own views of science communication development in Russia and the role of social media in science communication. Interviews confirmed that science communicators comprehend the difference of VK (more suitable for communication with a wide audience) and Facebook (space for communication with other scientists and foreign colleagues). Moreover, they stated that they had strategies for communication with their subscribers in social media, but their number is quite modest. Previous studies focusing on a Russian context have been connected to the contemporary evolution of science communication in Russia. However, these studies rarely analyze the modern market. This thesis aims to bridge the gap and to deepen the understanding of Russian science communication development.

The aim of this dissertation was to identify and describe lexical metaphors in popular science news (PSN) from lexicogrammatical elements. Based on Systemic- Functional Linguistics we worked with the concepts of lexical metaphor, grammatical metaphor and transitivity in order to analyze lexical metaphors in 30 PSN selected from the magazines BBC News International and Scientific American (Motta-Roth, 2007). Through transitivity we observed the structures specified by each process and the meanings which are typical to them. When these meanings are built in a nonliteral or non-congruent way we have a lexical metaphor which is caused by the semantic tension between the process and its participant(s). A lexical metaphor can be a metaphor when there is a relation of similarity between the terms; a metonymy when there is a contiguity relation between terms; and a personification when terms related to inanimate things are described as having human abilities or characteristics. From our analysis we found more occurrence of metaphor, followed by the occurrence of metonymy and personification. The metaphors showed varied semantic fields although the most common ones referred to war and engineering. The most common metonymies were the kind that studies, reports and results were named instead their researchers (research by researcher) and the kind that research institutions as well as health or government institutions were named instead their responsible members (institution by responsible), depersonalizing the subjects. Most of metonymy cases were at the same time classified as personifications in which mainly researches and institutions became agents which create and spread scientific knowledge and perform varied actions related to decisions in the scientific field. Thus, lexical metaphors were widely found in our corpus, mainly in dependent projected clauses. / O objetivo desta dissertação de mestrado foi identificar e descrever metáforas lexicais em notícias de popularização da ciência (PC) a partir dos elementos da léxico-gramática. Com base na Linguística Sistêmico-Funcional, trabalhamos os conceitos de metáfora lexical, metáfora gramatical e transitividade a fim de analisarmos as metáforas lexicais em 30 notícias de PC selecionadas nas revistas BBC News International e Scientific American (Motta-Roth, 2007). Pela transitividade, observamos as estruturas especificadas por cada processo e os sentidos que lhes são pertinentes. Quando esses sentidos são construídos de modo não literal ou não congruente, temos uma metáfora lexical, que é causada pela tensão semântica existente entre processo e seu(s) participante(s). A metáfora lexical pode se configurar como uma metáfora propriamente dita, quando há relação de semelhança entre termos; em metonímia, quando há relação de contiguidade entre termos; e em personificação, quando termos referentes a seres inanimados são descritos como possuidores de habilidades ou características humanas. A partir da nossa análise, verificamos maior ocorrência de metáfora, seguida da ocorrência de metonímia e de personificação. As metáforas apresentaram campos semânticos variados, embora os mais comuns foram referentes à guerra e à engenharia. As metonímias mais frequentes foram do tipo em que estudos, relatórios e resultados foram nomeados em detrimento de seus pesquisadores (pesquisa por pesquisador) e do tipo em que instituições de pesquisa, governamentais e relacionadas à saúde foram nomeadas em detrimento de seus responsáveis (instituição pelos responsáveis), causando a despersonalização dos sujeitos. A maioria dos casos de metonímias foram, concomitantemente, classificados como personificações em que, principalmente, pesquisas em geral e instituições tornaram-se agentes criadores e propagadores do conhecimento científico e de ações variadas relacionadas a decisões no campo da ciência. Assim, metáforas lexicais foram amplamente constatadas em nosso corpus, principalmente em orações dependentes projetadas.

This study investigates how hedges are used in an American popular science text about the effects of climate change and to what extent their translation to Swedish is retained or modified concerning modal strength. Furthermore, the study seeks to explain the reasons behind translation choices, which affect the level of modal strength and or linguistics alterations in the target text. The method is both quantitative, where the instances of hedging in the source text are counted and categorized, and qualitative, where potential factors affecting the translation choices are analyzed and interpreted. The results of the study show that hedging devices for the most are retained in translation concerning modal strength. However, an exception is the English modal verb may where the modal strength in six out of eight instances is higher in the target text than in the source text. This study suggests that the vague meaning of modal verbs and the fact that Swedish does not have one apparent translation, with a similar grammatical pattern, could have affected the translation choices. Furthermore, linguistic and text conventional adaptions to the target language may be another factor affecting modifications.

Die vorliegende Arbeit stellt in ihrem Hauptteil eine kontrastive Untersuchung populärwissenschaftlicher Zeitschriftenartikel aus Deutschland und Argentinien dar. In beiden Ländern existiert eine jeweils ausgeprägte Tradition in sowohl der Produktion als mittlerweile auch in der sprach- und kommunikationswissenschaftlichen Untersuchung populärwissenschaftlicher Texte. Aus Sicht der Fachtextlinguistik sind die Texte populärwissenschaftlicher Zeitschriften ein relevanter Untersuchungsgegenstand, da sie im Spannungsfeld zwischen Wissenschaftswelt und Gemeinwelt stehen und somit auch zwischen den sprachlichen Konventionen, die diesen beiden Welten eigen sind. Interessant ist zudem der Vergleich deutscher und argentinischer Texte, da in beiden Ländern eine rege und etablierte Produktion populärwissenschaftlicher Zeitschriften zu beobachten ist, die daraus hervorgehenden Publikationen jedoch recht unterschiedlichen Charakter haben. Die typischen deutschen Vertreter der Textsorte werden im kommerziellen Rahmen produziert und rezipiert, die für die argentinische Populärwissenschaft charakteristischen Texte dagegen in einem institutionellen Rahmen. Dieser grundlegende außersprachliche Kontrast legt die Vermutung nahe, dass auch Differenzen auf innersprachlicher Ebene bestehen. Diesem Aspekt widmet sich die vorliegende Arbeit, indem sie ein ausgewähltes linguistisches Merkmal populärwissenschaftlicher Darstellungsweise in Texten beider Länder kontrastiv untersucht. Als zu untersuchendes Merkmal wurden Metaphern ausgewählt. Diese übernehmen besondere Leistungen in der Wissenschaftskommunikation und sind unter anderem für die popularisierende Vermittlung wissenschaftlicher Inhalte prägend. Dort dienen sie vor allem als Leseanreiz und unterstützen die Veranschaulichung abstrakter Inhalte. Diese beiden Aspekte wiederum sind zentrale strategische Ziele bei der Verfassung populärwissenschaftlicher Texte, welche ihre Adressaten sowohl informieren als auch deren Interesse wecken sollen. Die Leitfrage für den empirischen Teil dieser Arbeit ist daher, ob sich die Verwendung von Metaphorik in den deutschen (kommerziellen) Texten anders gestaltet als in den argentinischen (institutionellen). Diese Arbeit versteht sich als Beitrag zur kontrastiven Untersuchung von Textsortenkonventionen in den Sprachräumen des Deutschen und des argentinischen Spanisch, speziell zu jenem Bereich, der untersucht, mit welchen sprachlichen Mitteln wissenschaftliche Inhalte an die Gesellschaft vermittelt werden. Von Interesse sind Aussagen zu Textsortenkonventionen, besonders in interlingual-kontrastiver Form, für die Übersetzungswissenschaft und -praxis sowie für die Fachsprachendidaktik. Während allgemeine Aussagen zu Fachsprachenkontrasten (unterschiedlicher Fachlichkeitsgrade) zwischen dem Deutschen und dem Spanischen offensichtlich bisher kaum vorliegen, konnten dem empirischen Teil dieser Arbeit dagegen zahlreiche mittlerweile entstandene Forschungsergebnisse zu Metaphorik in der Wissenschaftskommunikation dienen. Im theoretischen Teil dieser Arbeit, der als Grundlage für den empirischen Teil fungiert, sollen der Stand der Forschung zu ausgewählten sprachwissenschaftlichen Aspekten sowie Rechercheergebnisse zur Populärwissenschaft in Deutschland und Argentinien zusammengefasst werden. In einem ersten Kapitel (2.1) sollen die sprachlichen Merkmale populärwissenschaftlicher Texte überblicksmäßig dargestellt werden. Dabei werden die betreffenden Texte zunächst als Form der Experten-Laien-Kommunikation identifiziert (2.1.1). Diese wiederum zeichnet sich durch das Zusammentreffen von Menschen aus, die ein fachliches Kompetenzgefälle unterscheidet, womit verschiedenartige Gewohnheiten verbunden sind, über fachliche Sachverhalte zu kommunizieren. Während sich Experten in einer Fach- oder Wissenschaftssprache über Inhalte ihres Faches austauschen können, stehen den Menschen außerhalb eines fachlichen Rahmens Mittel der sogenannten Gemeinsprache zur Verfügung, um über die Gegenstände der außerfachlichen Welt zu kommunizieren. Vor diesem Hintergrund sollen die Merkmale von Fach-, Wissenschafts- und Gemeinsprache zusammengefasst werden, die Relevanz für die untersuchte Textsorte haben, bei der Experten einem Laienpublikum Inhalte ihres Faches vermitteln (2.1.2). Unter anderem soll auf Forschungsergebnisse eingegangen werden, die Fachtextsorten ordnen und den populärwissenschaftlichen Zeitschriftenartikel von anderen Textsorten abgrenzen (2.1.2.6) sowie auf solche, die Aussagen über mögliche kulturspezifische Besonderheiten deutscher und spanischsprachiger Fachsprachen bzw. -texte machen (2.1.2.7). Da die in Fächern untersuchten oder konstruierten Gegenstände auch Teil der außerfachlichen Welt sein können oder in ihr Relevanz haben können, ist es für die Beteiligten von Vorteil, auch darüber kommunizieren zu können – unter Laien oder zwischen Laien und den jeweiligen Experten. (Dies ist übrigens in besonderem Maße für das Fach der Medizin der Fall.) Die Kommunikation über fachliche Inhalte zwischen Experten und Laien findet unter anderem über populärwissenschaftliche Medien, wie die hier untersuchten Publikumszeitschriften, statt. Im Kapitel 2.1.3 sollen diese in den Rahmen der verschiedenen populärwissenschaftlichen Formate gesetzt werden und danach ihre prominentesten Merkmale zusammengefasst werden. Hierbei geht es vor allem darum, wie aus einem wissenschaftlichen Text ein populärwissenschaftlicher wird. Das zweite Unterkapitel (2.2) des theoretischen Teils dieser Arbeit soll sich dem Rahmen widmen, in dem in Deutschland bzw. in Argentinien populärwissenschaftliche Zeitschriften(artikel) entstehen. Wie oben bereits angedeutet, gestaltet sich dieses Feld in beiden Ländern recht unterschiedlich. Zu Beginn sollen die Begriffe Wissenschaftsjournalismus und divulgación científica definiert werden (2.3.1.1) und daraufhin kontrastiv einige Beobachtungen zusammengefasst werden, die die unterschiedliche Ausprägung beider Phänomene verdeutlichen (2.3.1.2). Schließlich sollen die Kommunikationsprofile der Zeitschriften nachgezeichnet werden, aus denen Texte für die Untersuchung im empirischen Teil dieser Arbeit verwendet wurden (2.3.2): Spektrum der Wissenschaft (SW), Bild der Wissenschaft (BW) sowie Encrucijadas (EN) und ConCiencia (CC). Abschließend soll auf die Merkmale eingegangen werden, die die mediale medizinische Wissenschaftspopularisierung von der anderer Fächer abgrenzt und sich auf die Textgestaltung auswirkt (2.3.3). Das folgende Unterkapitel (2.3) soll das Phänomen des populärwissenschaftlichen Zeitschriftenartikels vor allem aus textlinguistischer Sicht charakterisieren. Dabei werden die Eigenschaften der Textsorte nach dem Schema CIAPUSCIOs zur Typologisierung von Fachtexten geordnet und erläutert (2.3.1). Dieses berücksichtigt die Ebenen Funktion, Situation, Thema sowie die formale Ebene des Textes. Abschließend soll noch auf das Thema der verschiedenen Popularisierungsgrade eingegangen werden, die Vertreter der Textsorte aufweisen können (2.3.2), und auf einen Vorschlag der Publizistikforschung, populärwissenschaftliche Texte nach den Aspekten Aktualität und Wissenschaftsgeneriertheit zu ordnen (2.3.3). Letzterer Punkt war Grundlage für einen Teil der Beschreibung der ausgewählten Korpustexte im Kapitel 3. Im letzten Unterkapitel des theoretischen Teils dieser Arbeit (2.4) soll das Merkmal näher beleuchtet werden, das typisch für populärwissenschaftliche Texte ist und auf das die Korpustexte im empirischen Teil hin untersucht wurden: die Metapher. Vor allem soll die Leistung von Metaphorik in der Populärwissenschaft aufgezeigt werden. Dabei wird zunächst die Metaphern definiert, ihre Merkmale genannt und ihre Funktionsweise beschrieben (2.4.1). Daraufhin soll kurz auf die Funktion der Metapher in der fachinternen Wissenschaftskommunikation eingegangen werden (2.4.2), im Anschluss daran ausführlich die diversen Aspekte der Metapher in der Populärwissenschaft (2.4.3). Dazu zählen ihre Funktionen und Leistungen, ihre Funktionsweise, ihre Leistungsgrenzen sowie das Wirken von Metaphernsystemen und das von Metaphern in der medizinischen Populärwissenschaft. Der empirische Teil der Arbeit im Kapitel 3 gliedert sich in zwei größere Unterkapitel (3.1 und 3.2). Das erste ist dem Vorgehen bei der Untersuchung gewidmet und enthält wiederum zwei Kapitel, eines zur Methodologie der Analyse und eines zum Korpus. Im Kapitel zur Methodologie (3.1.1) wird zunächst das Untersuchungsziel erläutert, daraufhin wird der Untersuchungsgegenstand konkret definiert, im Weiteren werden die beiden durchgeführten Analysen zu (1) konzeptuellen Metaphern und (2) Metaphernfrequenz einschließlich einer jeweils orientierenden Leitfrage, einer aufgestellten Hypothese und dem genauen Vorgehen bei der Untersuchung beschrieben. Das Kapitel zum Korpus (3.1.2) stellt diesen zunächst in Bezug auf seinen Umfang vor, den Erscheinungszeitraum seiner Texte, die dazugehörigen Zeitschriften und den Inhalt der Texte. Das Kapitel enthält zudem zwei Tabellen mit einer Übersicht über alle Texte des Korpus und eine Einordnung der Korpustexte nach der oben genannten Typologisierung. Letztere soll veranschaulichen, um welche Art populärwissenschaftlicher Artikel es sich, in Bezug auf ihre Wissenschaftsgeneriertheit, bei den untersuchten Texten handelt. Im Kapitel 3.2 schließlich werden alle Untersuchungsergebnisse vorgestellt und ausgewertet. Zunächst zur ersten Untersuchung bezüglich der konzeptuellen Metaphern (3.2.1). Für die Vorstellung der Ergebnisse wurden alle festgestellten metaphorischen Ausdrücke nach ihren Bildspendern geordnet und aufgeführt. So entstanden die Gruppen der anthropomorphisierenden Metaphern und jener in den Sinnfeldern Kampf bzw. Krieg, kriminologische Ermittlungen sowie Technik (3.2.1.1). Nach dieser Aufführung werden die gefundenen Metaphern auf ihren jeweils vier Ebenen ausgewertet (Lexem(e), Bildspender, Bildempfänger, Bedeutung) und schließlich wird ein ausführliches Fazit zur eingangs aufgestellten Hypothese 1 formuliert (3.2.1.2). Im Unterkapitel zur zweiten Untersuchung bezüglich der Metaphernfrequenz (3.2.2) werden die errechneten Daten zunächst in einer Tabelle dargestellt und daraufhin, unter anderem mit Hilfe von veranschaulichenden Diagrammen ausgewertet. Auf dieser Basis wird ein Fazit zur zuvor aufgestellten Hypothese 2 gegeben. Im vierten Kapitel dieser Arbeit werden die im Zuge der Arbeit gewonnenen Erkenntnisse abschließend zusammengefasst und mit Blick auf die oben genannte Vermutung zum Charakter der betreffenden deutschen und argentinischen Texte interpretiert. Im fünften Kapitel findet sich die Bibliografie mit einer alphabetischen Ordnung aller für diese Arbeit verwendeten Quellen. Die Quellen aus dem Internet sind im jeweiligen Verweis in den Fußnoten mit QI markiert und in der Bibliografie separat aufgeführt. Das letzte Kapitel enthält schließlich das gesamte Korpus als Anhang. Die deutschen Texte (D1-D15) befinden sich im ersten Teil (6.1), die argentinischen (A1-A15) im zweiten (6.2).

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De nos jours, différentes ressources littéraires de vulgarisation scientifique (VS), notamment la littérature jeunesse, sont utilisées pour aborder des contenus scientifiques en classe de primaire. Sans tenter de se substituer aux manuels scolaires, ces outils d’éducation non formels proposent différents textes narratifs et informatifs qui présentent des concepts scientifiques. En plus de développer la curiosité scientifique, la littérature jeunesse propose souvent des textes scientifiques d’une grande qualité. Néanmoins, son utilisation n’est pas exempte de difficultés. Notamment, ce type de littérature présente parfois des concepts erronés entraînant le développement de fausses conceptions. Afin d’accompagner les vulgarisateurs scientifiques dans l’élaboration de ressources de VS adaptées aux conceptions alternatives des jeunes lecteurs, et ultimement les amener à remettre en question leurs idées préconçues, nous avons identifié un dispositif didactique conçu essentiellement pour le travail en classe : le texte de réfutation. Pour tenter d’amener un changement conceptuel chez les élèves, ce texte énonce d’abord une conception alternative, puis la réfute, pour ensuite présenter l’explication scientifique du phénomène décrit. Pour donner suite à l’analyse de trois textes de réfutation, nous avons été à même d’identifier certains concepts qui sont au cœur de ce dispositif didactique, notamment la carte conceptuelle, les niveaux de formulation et la transposition didactique. Inspiré par ces concepts, nous avons élaboré un modèle didactique de VS ayant pour but d’accompagner pas à pas un vulgarisateur scientifique dans la conception de ressources adaptées au public de jeunes lecteurs. Le modèle Design Experiment nous a permis de mettre à l’essai et de bonifier cette version provisoire du modèle didactique de VS, grâce à la participation de deux vulgarisateurs scientifiques qui ont chacun élaboré deux textes de vulgarisation scientifique : l’un, des textes narratifs et l’autre, des textes informatifs, pour une cohorte de 83 élèves de cinquième année du primaire. Les sujets abordés dans ces textes sont le requin blanc, le béluga, et les muscles et l’entraînement. Pour que nous puissions étudier l’évolution des conceptions des élèves, chacun d’eux a répondu à un prétest et un posttest, et certains élèves ont également été sollicités pour participer à des entrevues de groupe avec les vulgarisateurs. Cette recherche a permis de réunir la didactique et la VS. Les vulgarisateurs ont pu mesurer la pertinence de prendre en compte les conceptions alternatives des jeunes lecteurs, tirer profit du texte de réfutation et adapter le niveau de formulation de leurs textes. / Nowadays, different literary resources of popular science, including children's literature, are used to address the scientific content in elementary classrooms. Without trying to replace textbooks, these non-formal educational tools offer different narrative and informative texts that present demonstrations of science. In addition to developing scientific curiosity, children's trade books propose scientific texts of high quality. However, these texts would not be without some level of weakness. In particular, they sometimes present erroneous concepts leading to misconceptions. To support the science writers in the popular science resource development suited to alternative conceptions of young learners, and ultimately to get them to change these conceptions, we identified a didactic text designed primarily for classroom work called refutation text. To promote conceptual change, the text first sets out an alternative design, refutes the alternative conception, and then presents scientific explanation. After the analysis of three refutation texts, we were able to identify some didactic concepts at the heart of this text pattern; the concept map, the learner’s knowledge level, and didactic transposition. Inspired by these concepts, we have developed a didactic model of popular science to accompany a science writer, step by step, in the design of appropriate resources for young readers. The Design Experiment model has allowed us to test and improve this experimental model of popular science through the participation of two science writers who each developed two popular science texts. One writer composed two narrative texts, another wrote two informative texts for a group of 83 students in fifth grade. Topics covered in these texts were white sharks, beluga whales, and muscles and training. To study the evolution of student conception, each answered pre-test and post-test questions and some students were also asked to participate in group interviews with the science writers. This research brought together didactics and popular science. Science writers were able to measure the relevance of taking into account the views of young readers’ conceptions, the use of refutation text, and the adaptation of the texts to learner’s knowledge level.

The present thesis deals with figures of speech in non-literary texts and with the problems connected to their translation. The first part is dedicated to the theoretical description of figures of speech. First we deal with their definition according to the Czech and Spanish terminology and next we proceed to the figures that can be expected in popular science texts. We deal mainly with metaphors, their classification and opinions of translation scientists about the possibilities of their translation; but we mention also simile, metonymy and synecdoche. The second chapter is dedicated to popular science texts, to the problems connected to their translation, to the presence of metaphors in this type of texts and to their translation. In the second part we describe the analysed texts and the methods used in our work; the third part deals with the results of our analysis. During our analysis we found the same amount of figures of speech in both languages. Metaphors predominate in both languages, but while in Czech they represent the absolute majority of all figures, in Spanish they represent only a half of all the examples. Personification also appears many times in Spanish texts, but in Czech texts it doesn't appear in such a large measure. Metonymy, synecdoche and rhetorical question are represented...

Made available in DSpace on 2016-03-22T17:26:41Z (GMT). No. of bitstreams: 1 Daniela Agendes.pdf: 8092886 bytes, checksum: cebf2a61500901646bc7834fdada2754 (MD5) Previous issue date: 2012-03-23 / The objective of this paper is to analyse the articulation of the journalistic discourse and the discourse of popular science (ZAMBONI, 2001) in the (re)production of behaviors considered appropriate or not for women and men in the ―game of seduction‖, by taking into consideration ideological and gender aspects. The corpus consists of three reports where the discourse of popular science is used: two of them, ―A tal da química‖, in the female s magazine Gloss (March, 2011), and ―A ciência da atração‖, in the male s magazine Men's Health (March, 2011), aim to publicize scientific research results, and ―Caçadoras‖, in Gloss (Oct., 2010), in which no experiments are found. The theoretical and methodological grounds are taken from the Critical Discourse Analysis, according to Fairclough s three-dimensional conception (2001), based on categories such as vocabulary, interdiscursivity and manifest intertextuality; the Visual Grammar, by Kress and Van Leeuwen (2006), and the gender studies, from the viewpoint of Nicholson (2000) and Lauretis (1994), among others. The literature review includes the parameters of the journalistic discourse and the discourse of popular science, magazines, female and male presses, and the story of love and seduction. The results indicate that in all the reports the scientific information, with less or more emphasis, grounds the journalistic discourse. In the first two reports, the discourse of popular science outstands journalistic information is confirmed mainly by the conclusions that outcome from research projects based on laboratory tests, which seems to mark it with a stronger power of persuasion; in the third report no lab experiences are mentioned and the journalist s and ―ordinary‖ women s discourses prevail. The study of gender demonstrates that both Gloss and Men's Health reports indicate only an apparent change in paradigm, because their discourses assure the patriarchal ideology and hegemonic gender settings / A presente dissertação tem como objetivo analisar a articulação do discurso jornalístico e do discurso de divulgação científica (ZAMBONI, 2001) na (re)produção de comportamentos considerados adequados ou não para mulheres e homens no jogo da sedução, com atenção para questões ideológicas e de gênero. O corpus é constituído por três reportagens que utilizam o discurso de divulgação científica: duas delas, ―A tal da química‖, da revista feminina Gloss (março, 2011) e ―A ciência da atração‖, da revista masculina Men s Health (março, 2011), têm por objetivo divulgar resultados de pesquisas científicas, enquanto ―Caçadoras‖, de Gloss (outubro, 2010), não traz experimentos. Os pressupostos teórico-metodológicos são retirados da Análise Crítica do Discurso, a partir da concepção tridimensional de Fairclough (2001), com base nas categorias do vocabulário, da interdiscursividade e da intertextualidade manifesta; da Gramática Visual, de Kress e van Leeuwen (2006), e dos estudos de gênero, na perspectiva de Nicholson (2000) e Lauretis (1994), entre outras críticas. A revisão bibliográfica inclui os parâmetros dos discursos jornalístico e de divulgação científica, as revistas, as imprensas feminina e masculina e a história do amor e da sedução. Os resultados indicam que o discurso de divulgação científica serve de base ao discurso jornalístico, com maior ou menor ênfase, nas três reportagens. Nas duas primeiras, predomina o discurso de divulgação científica as informações jornalísticas são comprovadas, principalmente, por meio de resultados de projetos de pesquisa, com amparo em testes realizados em laboratórios, o que parece imprimir um forte poder de persuasão; na terceira, não há relato de experimentos, e preponderam os discursos da jornalista e das mulheres ―comuns‖. Quanto às questões de gênero, tanto as reportagens de Gloss quanto as de Men s Health indicam apenas uma aparente quebra de paradigmas, pois seus discursos reforçam a ideologia do patriarcado e as configurações hegemônicas de gênero

<p>As the western society gradually turns into a knowledge- and risk society, where science and scientific innovations increasingly both promise to save the world and destroy it, a shift in the relation between the scientific community and the rest of society has emerged. A shift from a top-down one-way transfer view regarding communication, to a dialogue-based interactive co-production model, where the public are part of setting the agenda for research and contribute to the knowledge production. Or at least in theory, in EU documents and in many different country's policy documents. In practical application however, one might have a hard time see the implementation of such model.</p><p>As a more comprehensive and dialogue-based science communication is depending on the possibility for scientist themselves to engage and fell the need to engage, we have focused on their thoughts.</p><p>In this thesis we have examined six scientists view on, and work with, science communication, as well as their perceived social and structural conditions. We have also examined action plans and strategy documents from three Swedish universities that in different ways mention science communication and interaction with the broader society. Finally we have compared the view on science communication that we have found in the documents with that of the scientists.</p><p>We have used qualitative interviews to gather information from the six scientists, who range from 30 to 60 years in age and come from different fields of study. For the documents we used a qualitative analyse, searching for different areas regarding science communication and interaction with society.</p><p>Our finding show that both the view of the scientist and that of the documents, regarding science communication, more resemble that of the older one-way transfer model, although some minor parts remind of a dialogue-based model.</p><p>All the scientists we have interviewed are positive to science communication, especially for its possibility to increase the knowledge in general society and set a ground for better decision making, and also to give legitimacy for both research and the decisions based on it.</p><p>Regarding their practical work with science communication, no one have fixed routines, and the time they spend differ greatly. It is mostly reactive in nature and consist of lectures, popular science articles, participation in interviews in media and conferences etcetera. Three of the scientists use, or are about to use, websites where they communicate their science.</p><p>Socially, most of the scientists both talk extensively with their colleagues about science communication and feel that they think it is important. When it comes to their superior or employer view on science communication most of the scientists don't feel that they act as if it is a subject of concern. Regarding to the academic world at large, they think it is both seen as something positive and sometimes negative. For example some scientists may see it as a positive and important work, while others see the science communication as being part of self promotion and a attempt to raise more funds for specific research. The scientists still feel principle encourage to work with science communication.</p><p>The structural conditions differ between the different scientists, and only one has had training in science communication, although three think they have the possibility to get training. All the scientist have possibility to get some help with their communication however. Two of the scientists felt that their conditions for working with science communication are sufficient, while others feel the need for more resources, time and natural environments for engagement.</p><p>In the action plans and strategy documents we found five interesting areas regarding science communication and engagement with the broader society. First of are their view on science communication and its positive effects. Here all the universities point at the importance of science communication for a sustainable development. They also focus on the benefit for the research in utilizing the knowledge and experience of the broader society. Secondly two of the universities give examples on how they work with science communication. Here they mention open lectures, seminars, study visits, among other. The third area focus on the education of scientist in science communication. Here KTH strongly emphasis the importance education for good leadership and communicative skills for scientists. Fourth, the need for better structural conditions is something that Södertörn stresses, both regarding funding, merits and different departments’ tasks regarding science communication. Last, the importance of business related education as a way of spreading knowledge is something that all the universities focus on.</p>

As the western society gradually turns into a knowledge- and risk society, where science and scientific innovations increasingly both promise to save the world and destroy it, a shift in the relation between the scientific community and the rest of society has emerged. A shift from a top-down one-way transfer view regarding communication, to a dialogue-based interactive co-production model, where the public are part of setting the agenda for research and contribute to the knowledge production. Or at least in theory, in EU documents and in many different country's policy documents. In practical application however, one might have a hard time see the implementation of such model. As a more comprehensive and dialogue-based science communication is depending on the possibility for scientist themselves to engage and fell the need to engage, we have focused on their thoughts. In this thesis we have examined six scientists view on, and work with, science communication, as well as their perceived social and structural conditions. We have also examined action plans and strategy documents from three Swedish universities that in different ways mention science communication and interaction with the broader society. Finally we have compared the view on science communication that we have found in the documents with that of the scientists. We have used qualitative interviews to gather information from the six scientists, who range from 30 to 60 years in age and come from different fields of study. For the documents we used a qualitative analyse, searching for different areas regarding science communication and interaction with society. Our finding show that both the view of the scientist and that of the documents, regarding science communication, more resemble that of the older one-way transfer model, although some minor parts remind of a dialogue-based model. All the scientists we have interviewed are positive to science communication, especially for its possibility to increase the knowledge in general society and set a ground for better decision making, and also to give legitimacy for both research and the decisions based on it. Regarding their practical work with science communication, no one have fixed routines, and the time they spend differ greatly. It is mostly reactive in nature and consist of lectures, popular science articles, participation in interviews in media and conferences etcetera. Three of the scientists use, or are about to use, websites where they communicate their science. Socially, most of the scientists both talk extensively with their colleagues about science communication and feel that they think it is important. When it comes to their superior or employer view on science communication most of the scientists don't feel that they act as if it is a subject of concern. Regarding to the academic world at large, they think it is both seen as something positive and sometimes negative. For example some scientists may see it as a positive and important work, while others see the science communication as being part of self promotion and a attempt to raise more funds for specific research. The scientists still feel principle encourage to work with science communication. The structural conditions differ between the different scientists, and only one has had training in science communication, although three think they have the possibility to get training. All the scientist have possibility to get some help with their communication however. Two of the scientists felt that their conditions for working with science communication are sufficient, while others feel the need for more resources, time and natural environments for engagement. In the action plans and strategy documents we found five interesting areas regarding science communication and engagement with the broader society. First of are their view on science communication and its positive effects. Here all the universities point at the importance of science communication for a sustainable development. They also focus on the benefit for the research in utilizing the knowledge and experience of the broader society. Secondly two of the universities give examples on how they work with science communication. Here they mention open lectures, seminars, study visits, among other. The third area focus on the education of scientist in science communication. Here KTH strongly emphasis the importance education for good leadership and communicative skills for scientists. Fourth, the need for better structural conditions is something that Södertörn stresses, both regarding funding, merits and different departments’ tasks regarding science communication. Last, the importance of business related education as a way of spreading knowledge is something that all the universities focus on.