Category: MSc Science Communication

How to stop worrying and love climate action with Climate Fresk – An evaluation study 

Author Science Communication Unit | Posted on

Climate change is certainly not the easiest topic in science communication, as I have learned since I started practising this discipline. Communicators aiming to engage people about the climate crisis must address participants who are experiencing a rollercoaster of emotions. Anxiety, fear, anger, grief, plus an impending sense of doom. These same emotions are shared by communicators too. It is challenging to lift participants and ourselves out of this low mood and feel hopeful, empowered, and ready to act. Hard, but not impossible.   

Serious games have been explored for years as a strategy to engage people in learning without the typical barriers of formal education. One example of a gamification approach in climate science communication is Climate Fresk: a 3-hour collaborative game based on the IPCC reports and created in France in 2015. Since then, the activity has spread to many countries, including the UK, with more than 2 million participants worldwide.  

The activity is structured into four phases (reasoning, creativity, review, and debrief), using gamification to boost learning and empower the participants to embrace sustainable and climate-friendly practices. Participants are provided with cards on the causes and effects of climate change and must arrange them on a table in a cause-and-effect order. They are encouraged to be creative and acknowledge their emotions. After the game, they gather to share and discuss how to put what they felt and learned into practice.  

The participants are not alone in this journey. They are guided and supported by facilitators (known as “freskers“), former participants who have undergone training to become part of the backbone community of Climate Fresk. There are currently more than 100,000 freskers worldwide, and they are generally not climate scientists themselves. Depending on their level of expertise, the facilitators run workshops in person and online across many settings (general public, schools, universities, businesses), either as volunteers or professionals.

Despite its solid structure and clear objectives, it is not straightforward to assess whether attending a CF workshop has an impact on the participants. The CF organisation also lacks a systematic way to assess its activities. This is when evaluation enters the chat. As part of my dissertation for the MSc Science Communication at UWE Bristol, Margarida Sardo and I planned to evaluate the impact of Climate Fresk on the knowledge, attitudes, and behaviours towards climate change of both participants and facilitators, by using a mix of qualitative and quantitative methods (observation, interview, and surveys).

We first focused on the participants of two workshops targeted at the general public. From our observation of the participants during the activity, they showed interest and engagement in the game and shared their emotions, which were generally quite low at some point. No need to despair though: after the game, participants discussed meaningful ways to contribute to climate action and sustainability, which also improved the overall mood. The topics they mentioned included both individual actions (changing diet, travelling sustainably, green investments) and collective action (political and economic engagement).

A few participants also agreed to be interviewed individually a week after the workshop. The aim was to obtain a first-hand account of how they experienced the activity and whether it affected them. The transcripts were analysed to identify common themes and patterns in the answers, based on the Generic Learning Outcomes. The results were mixed. The participants liked the activity and its collaborative nature, and also reported increased knowledge of climate change, especially the ability to see the bigger picture of the climate crisis. However, they also claimed the activity simply reinforced their previous beliefs about solutions to the climate crisis. They also felt their sense of agency on the matter did not change.

There are many potential reasons behind these contrasting results. All participants interviewed already had a high degree of climate awareness before attending the activity; in a sense, it was a bit like preaching to the choir. This self-selection produced a highly knowledgeable, already‑committed cohort of participants, reducing the potential for measurable change. Furthermore, it is unrealistic to expect a 3-hour activity to produce a lasting attitude and behavioural shift on such a complex issue. In this case, greater knowledge did not lead to greater empowerment, but that might not be true in settings with no participants self-selection.

Given the long-term impact of the activity on participants, we could not measure it after just a week, so Margarida and I designed a survey to engage the UK facilitators community, with both quantitative and qualitative questions about their facilitation experience, motivations to keep facilitating, what climate action they implemented as a result of CF, and the role of the organisation in their commitment to sustainability. Our goal was to assess whether CF can foster sustained action among that audience. It turns out it does, but indirectly.  

Belonging is the game changer. Of the 38 respondents, around 90% reported that being part of the facilitators community was a source of inspiration and commitment to climate action and sustainability, including ethical banking investments, political activism, and systemic shifts in their professional work environments. Facilitating workshops also provided many freskers with a sense of purpose. However, some respondents aligned their answers with the deficit model (educating or informing the public) rather than a truly engaging approach (a two-way discussion between facilitators and participants).

Our findings suggest that climate communication initiatives may achieve their greatest impact not simply by increasing knowledge, but by creating spaces where people can reflect together, support one another, and sustain their commitment to action over time.

The CF organisation has come a long way in demonstrating the impact of serious games in climate change communication. To improve its outcomes, the activity should focus less on imparting knowledge and more on providing practical advice, offering ongoing support, and building a community centred on shared commitment and continuous learning. The climate crisis certainly seems a daunting challenge, but we can count on the friends we make along the way.

By Giorgio Graffino, MSc Science Communication graduate (2026) at UWE Bristol. Communicating about climate, weather, and the environment. Fighting the climate crisis one content at a time.

Exploring Science Communication as a Cognitive Sciences Student

Author Science Communication Unit | Posted on

When I first heard the term “sabbatical student,” I pictured old-timey scholars taking long breaks to mull over grand ideas. Not that I took this image literally, but somehow this is what sprang to mind. In reality, I was lucky enough to hold this position for three months at UWE Bristol despite only being a master’s student.  

Funnily enough, studying cognitive sciences in Croatia as part of my master’s programme, is exactly what led me to this opportunity in my hometown of Bristol. Through the Erasmus scheme, I was funded to undertake an internship of my own choosing. And fortunately, Professor Clare Wilkinson warmly accepted my request to join the Science Communication Unit (SCU) at the University of the West of England (UWE), allowing me to further explore my interests in science communication.

I wasn’t only attracted to science communication (SciComm) by my love of writing, I was also eager to explore what topics lay beyond this. I was especially curious to see how this experience would inform my own cognitive sciences research project.

First Encounters with SciComm

I came into this experience with a relatively blank slate in terms of science communication experience, but it didn’t take me long to realise that I had underestimated the breadth of this field. I was amazed by the varied SciComm approaches that the team were involved in, from teaching science through performing arts, to standup comedy, and even videogames like Minecraft.

It wasn’t just the variety of approaches that surprised me, it was also how much SciComm crosses different fields. I initially saw it as a means of making information more accessible, but it’s actually much more than that. It’s a rich, interdisciplinary field that connects areas such as the arts, humanities, and social sciences.

Getting to know the students on the MSc Science Communication programme at UWE reminded me just how flexible this field is. Suyi Tay a current student, is blending art and science and plans to share soil science in a future activity by transforming the sounds of soil samples into a live musical experience. Meanwhile, Ross Metcalfe, a further friend I made from the programme is exploring how research conducted by a charity might reach the public more effectively, by building a framework to improve that process, a fascinating example of how SciComm and society intersect.

Learning highlights

Me and a group of the 2025-26 Science Communication MSc students at UWE Bristol

Instead of just observing from the sidelines during the sabbatical, Clare encouraged me to actively explore and engage with SciComm in ways that matched my own interests. With this, I decided that I wanted to audit the Writing Science MSc module, which the senior lecturers Dr Andy Ridgway and Andrew Glester kindly approved.

One experience that particularly stood out to me on this module was the chance to interview a researcher and turn that conversation into a news article. I had the chance to interview Dr Amanda Webber, the MSc’s programme leader, who is also a senior lecturer and anthropologist. She was nothing short of captivating as she shared insights about the student learning experiences taking place in the forests of Madagascar. The process gave me valuable real-world practice, and with the article set to be published in the UWE Science Matters magazine, it’s a piece I can showcase to potential employers.

Another highlight from my sabbatical involved Suyi taking me along to the BCfm radio station, where she was presenting on a UWE led science show, Love & Science. She introduced me to the radio host George Edwards, who despite his multi-tasking, took the effort to explain how everything works as he went along.

I enjoyed listening to Suyi and George as they eagerly discussed a news article about ADHD diagnosis. The atmosphere felt like friends chatting in a pub, except that there were hundreds of people listening. This feeling of ease made me realise just how approachable these spaces are; they no longer seem distant and intimidating to me. George even offered me a chance to present on the show, which I hope to do after completing my masters.

BCfm set-up: photo courtesy of Love & Science

How SciComm Shaped My Research Thinking

My master’s thesis looks at how language is used in animal cognition research papers; specifically, how wording choices shape the claims that signal to readers.

Coming from a cognitive sciences background, I was already interested in how claims reflect the strength of the underlying evidence. For instance, a researcher might write, “These birds appear to remember locations for up to a week.” The word appear signals appropriate caution in a study which only tested a small number of birds under specific conditions.

But auditing the Science and Society module as part of the MSc programme pushed me to think beyond accuracy alone. I started to notice how claims also work on a social level, shaping how findings are received by readers and the wider scientific community.

For example, authors often write “the results indicate” rather than “I show.” This kind of impersonal phrasing creates distance between the researcher and the claim. It can make findings sound more objective and easier for the community to accept.

One of the most valuable outcomes of this sabbatical was being able to bring these perspectives together. I’m now approaching my thesis with a more rounded view of what scientific claims actually imply.

Presenting my thesis progress to the SCU team also played a big role in this. Although it was initially daunting, everyone was incredibly warm and supportive. Their enthusiastic response gave me a real confidence boost and made me feel part of a community where perfection isn’t expected, and sharing learning and the reality of experiences is also important.

Even though my project has since evolved beyond that which I originally presented, the feedback from the team at the SCU gave me important points to reflect on and ultimately helped me find a clearer direction.

Goodbye & thank you!

Looking back, this sabbatical truly surprised me, it pushed me to see SciComm and my own research in new and exciting ways. I am very thankful for the knowledge and skills gained from this experience, as well as the new friends.

A huge thank you to everyone in the Science Communication team and the MSc students, you were all incredibly inspiring. I look forward to seeing some of you again in the future.

By Megan Todd, Cognitive Sciences Master’s (MSc) student, University of Rijeka, Croatia.

To Futurum and Beyond: The first steps of a UWE Science Communication graduate

Author Science Communication Unit | Posted on

In the autumn of 2022, with my MSc Science Communication at UWE Bristol drawing to a close, I found myself caught between a rock (my looming dissertation deadline) and a hard place (a highly competitive and unforgiving job market). An interview with Bristol-based science education magazine, Futurum careers, provided a glimmer of hope. However, while my master’s ended on a high, the interview ended in rejection, and I found myself in the confusion of a post-grad, post-COVID job hunt.

Not long after the interview, Futurum contacted me to ask if I would be interested in doing some freelance work for them as a writer, a situation that the scicomm master’s had prepared me well for. Over the next couple of years, I developed a close working relationship with the Futurum team, writing articles, producing podcasts and gaining experience until, finally, they offered me the job I had originally applied for.

All this to say, when one door closes, loiter outside for a couple of years until it opens again.

Graduating from the UWE science communication master’s in November 2022.

Futurum Careers is a free online resource and magazine aimed at introducing 14-19-year-olds to careers in STEM (Science, Technology, Engineering and Maths) and SHAPE (Social Sciences, Humanities, Arts for People and the Economy). We collaborate with academics from all over the world and translate their research into open educational resources such as articles, activity sheets, podcasts, animations and PowerPoint presentations. Our resources connect curriculum subjects with real-world research projects and the people behind them, showing students that anyone and everyone can find their place in STEM and SHAPE.

As an editorial assistant at Futurum careers, I spend my days editing articles, creating educational resources and producing podcasts. Every day is an opportunity to use and continue to develop skills that I first learnt on the UWE Bristol MSc Science Communication.

Looking back through my coursework, I can read my first clunky attempts at science writing and cringe at my first awkward, stilted podcasts. We all have to start somewhere, and as the course progressed, my confidence grew and I honed my technical skills. I learnt how to tailor my writing to a target audience, how to build flexibility into a structured interview, and how to sift through heaps of complex information to find the golden nuggets needed to build a narrative. Putting these skills into practice and receiving expert guidance and feedback was invaluable and allowed me to take my first steps as a freelance science communicator with a sure foot. 

As well as skills, I also gained knowledge. I learnt about the deficit models and its downfalls, about trust in science and how to instil (or impair) it, and about science capital and the impact it can have on a young person’s prospects. Learning about these ideas gave me the context I needed to understand Futurum’s mission and find my place in the company.

A selection of Futurum careers resources.

Although I started working for Futurum as a writer, it is my work on the Futurum careers podcast that I am most proud of. As host of the podcast, I have interviewed all sorts of researchers from historians and philosophers to physicists, ecologists and even a marine bioacoustician. Chatting to these people about their research, their careers and their advice for students is the best part of my job. As I said in our recent editorial episode of the podcast, “[The podcast] is a really nice opportunity to get to know the researchers a bit better. And then I get to just sit back and listen to these people talk about their amazing lives and their amazing work. And it’s inspiring for me, so I hope it’s inspiring for the students that listen to it as well.”

Currently, I am working on an episode of the podcast with ethnomusicologist Dr Marcia Ostashewski and her team at the Centre for Sound Communities (CSC) in Unama’ki (Cape Breton), Nova Scotia. Marcia and I have been collaborating on a suite of educational resources over the past year, highlighting the diversity of researchers working at the CSC and the communities that they serve and support.

In September 2025, Marcia invited me to present these resources at a course on world music pedagogy in Halifax that explored the role of music in teaching and learning through diverse cultural perspectives and in relationship with diverse local culture bearers and communities. While public speaking is not my favourite thing to do, I was excited to travel somewhere new and push myself out of my comfort zone.

Presenting a Futurum careers PowerPoint at the World Music Pedagogy course hosted by the Centre for Sound Communities at Dalhousie University, October 2025.

In the end, half an hour of sweaty palms and stammering speech was well worth it. Not only did I get to listen to Julian Kytasty, a world-renowned bandura player, perform, but I also got to chat with him and learn about his musical heritage and traditions. Not only did I get to experience the joyful teaching of Mamadou Koita, a virtuoso balafón player from Burkina Faso, but I also got to play djembe alongside him and Afua Cooper, a slam poet, author and scholar.

To take part in this event was a truly special experience, and it’s just one of many highlights that I’ve had while working for Futurum. It’s a privilege to be able to say that I love my job and that I’m proud of what I do. In these uncertain times, it’s hard to know where my science communication career will end up, but I do know that it started in the Science Communication Unit at UWE Bristol, and I will always be grateful for that.

Playing djembe alongside Daniel, Mamadou Koita and Afua Cooper at the World Music Pedagogy course hosted by the Centre for Sound Communities at Dalhousie University, October 2025.

By Joe Aslett, UWE Bristol MSc Science Communication student 2022.

Physics in the Freezer: Communicating Science with Liquid Nitrogen

Author Science Communication Unit | Posted on

Working with liquid nitrogen can be a daunting experience. It can suffocate in an ill-ventilated room, leave horrendous burns from seconds of skin exposure, and turn a banana into a deadly weapon…And yet it somehow pales in comparison to working with teenagers.

That is why I first reached out to David Williams to help out on ‘Physics in the freezer’. The MSc Science communication at UWE Bristol, more than anything, has taught me that while science is a subject that can be learnt, communication is a skill that must be lived and practised. And communication with young people is a skill unto itself.

Davids’ last bit of theatrics, disposing of Liquid Nitrogen after a show.

David set up ‘Physics in the freezer’ to combine his two passions: teaching and conducting dangerous science experiments. He has created a set of shows featuring different demonstrations using magnets, liquid nitrogen, and superconductors. He takes these shows to primary schools around the South West to inspire kids into STEM. To his credit, David quickly realised that the most aspirational way of delivering this content is with young presenters. As such, we spent two days in Breacon Beacon High School, not just showing these demonstrations to sixth-form physics students, but teaching them how to deliver one.

It was an early start on Tuesday, as we arrived at the school and got everything set up in their science labs. I’d had a practice session with David and run the show for year 5 (9-10ys old) twice at this point, so while not new to the material, I was filled with equal parts excitement and apprehension. The aim of the first day was to run through a whole show ourselves and then have our sixth formers pick and practise which parts they wanted to do. We ended up with a class of 7 and got straight into a lengthy safety briefing. Above I outlined just a few of the dangers of working with liquid nitrogen, but in truth, like many things in life, a sensible approach and a healthy dose of fear significantly reduce the risks. It was then on to the demonstrations.

Alice pouring liquid nitrogen into a kettle to create the ‘whistling kettle’

We always start with an introduction that covers the basics of the physics and the wonder that comes from seeing liquid nitrogen poured for the first time into a large glass dewar (a specialized container designed for storing and transporting cryogenic liquids). Smoke (or rather water vapour) billows down the sides, whilst the surface fizzes, pops and dances like quiet fireworks. The children at the shows love it, and even these teenagers seem somewhat impressed. Next, we proceed to pour liquid nitrogen into a steam kettle and listen to it whistle. I was in charge of this one, and while I’m used to getting ‘ohhs’ and ‘ahhs’ from a Year 5 audience, the sixth formers were less than impressed. Fine, and very understandable, but unsettling, nonetheless. Good thing we had bigger and better things up our sleeves. The following few demonstrations involve freezing, shrinking and bursting balloons, smashing frozen bananas and producing smoke-filled bubbles.  

Sixth formers then separated themselves into groups and got to work learning the script and practising the demos. I had a group of three demoing a whistling kettle and smashing bananas. Teenagers, once you get talking to them, are not nearly as scary as they seem, even if they did constantly quote memes at me that I’m apparently too old to understand (I’m 25, that seems unfair). They were about as enthused by the material as you can hope for from people who have willingly chosen physics but less so willingly come to school.

After 4 hours of hard work and participation, we rewarded them with a more advanced show on superconductors and magnets, which was a perfect end to a long day, especially for me, who hadn’t yet had the chance to see some of these demonstrations. It’s a real bonding experience to realise that students, teachers and demonstrators alike are all kicking their feet and giggling overshooting frozen magnets 5 feet in the air.

Flowers being frozen in Liquid Nitrogen

On Day 2, we were putting our prodigies to the test; they were to give three shows back-to-back to local Year 5 students visiting the school. When David had first told me about this timeframe, it seemed to me to be a trial by fire, but having now done it, I understand just how valuable ‘just getting to do it’ is for learning. And they were terrific. They read from scripts, of course, no one wants to spend a hot June evening practising lines, but every one of them came out of their shell and, show on show, improved vastly. By the end it felt damn near professional. I took over a few of the demos for students who had to leave early and had a blast getting to improve my presenting skills further and go off script with a newfound confidence.

The idea of throwing yourself into an unknown field with a dangerous substance and plenty of public speaking might make you squirm. I would argue it should. But I never once felt unsupported or overwhelmed. David made sure of that. My biggest takeaway from this experience is to put trust in yourself when you are the learner, and trust in others when you are the teacher. Participating in physics in the freezer gave me the opportunity to be both of those things, and I cannot recommend it enough to others who want to grow their communication skills.  Also, child, teenager, adult: who wouldn’t want to smash a frozen banana?

By Alice Thomson, MSc Science Communication student, UWE Bristol

AI in storytelling: Telling authentic stories?

Author Science Communication Unit | Posted on

Wildscreen’s Science in Storytelling event this March opened with the “Artificial Intelligence: An Altruist’s Guide” panel. Given the heated conversations taking place in production houses across Bristol, and beyond, there was nowhere else to start.

Science in Storytelling

Bristol is famously celebrated as “Green Hollywood”, being home to a number of production companies, the Wildscreen Festival and, of course, our MSc in Science Communication here at UWE Bristol. The industry has been pondering the impact of AI in the world of wildlife film after something of a bombshell panel (AI Won’t Take Your Job, But the Person That Can Use It Better Than You Will…) at last year’s Festival.

The full Wildscreen Festival took place in Bristol in October 2024, a weeklong event for the wildlife film industry with delegates from across the globe. Midway through the week, Eline Van der Velden, founder and CEO of UK-based production company Particle6, and Christopher Paetkau, senior MD of Canada’s Build Films, formed part of a panel on AI and it became clear from their comments that you could be forgiven for thinking that AI had very much arrived in the industry, with all the subtlety of a bear in a production office, and was about to make lots of jobs obsolete.

2024 Festival Programme

Van der Velden announced, “Pre-production, ideas, budgets, scripting, it can do everything for you,” she said, “then cameras, you don’t need operators anymore because it will do it all for you.” Cue an audible gasp from the room. “You may laugh, but I’m telling you. Everything is done for you. You wouldn’t send a camera in a helicopter anymore would you? You’d use a drone. This is the same.”

Paetkau quipped, “that’s a good thing.” and was, if anything, even more dismissive of the prospects for voice over artists.

In a room full of filmmakers, the reaction was as you might imagine. As a lecturer leading two modules in this area, Wildlife Filmmaking and Science On Air and On Screen, I felt more than a little uneasy sitting there alongside many of our students. More than anything else, I feared for the real, authentic films we’ve made and loved. From the stage, someone called for “a new kind of authenticity” in the new world brought to us by AI. Behind me, a voice shouted “Fake News”. It was clear I was not alone in my discomfort.

MSc Science Communication students filming on location and using the editing suite at Films@59

A member of the audience raised a hand, “I think authenticity matters. Here’s a thought. If your wife had just punched in the (AI) chat five minutes before your wedding. ‘Write me some wedding vows’. And she read them out and they sounded beautiful…does that matter to you? Or do you want her to write her wedding vows and say something meaningful?”

As has already been reported, Paetkau replied that he had used AI to compose his wife’s Christmas card and he felt that that was “completely authentic”. People laughed, perhaps a little nervously.

After the panel, conversations all either began or ended with an expectant “Did you see the AI panel?” In the weeks since the Festival, colleagues and friends in the industry often returned to the conversation. In our sessions on campus with the MSc students, we had to work hard not to allow discussions of AI in filmmaking to derail the rest of our learning.

On another panel at the festival in October 2024, Keith Scholey, co-director of Silverback (Our Planet, Our Oceans) was asked about the impact of AI, sharing “The big challenge for natural history will be what is real and how you put a value on reality. You could very quickly see cheap AI content just flooding the market, and we have to consider how you persuade the world to pay for the world of reality.” 

Whilst Walter Kohler, founder and chief executive of Terra Mater Studios agreed, stating that “AI is the biggest problem we have in the room. You are used to seeing an image and believing it is real. This will be a big disturbance to our mind if we’re sitting there asking if it’s real or not.”  

Personally, I cannot imagine a time when I reach for the remote and think that I really want to watch something generated by AI. Sir David Attenborough has been the face and voice of Natural History film in the UK for some time. It’s not his face and his voice which make him quite so iconic. It’s his insight. The world is full of faces, voices and opinions. Insight is valuable.

Returning to last year’s Festival, Paetkau showed a sequence of a polar bear, several aspects of which were enhanced or generated using AI, explaining “we spent under 24 hours there filming this and got footage that we wanted to put into a sequence. We went to the BBC’s Planet Earth, we took a script from a lion hunt, copy and pasted into ChatGPT and altered it to the behaviour we described. Then we got ElevenLabs to produce a voiceover. From the day of filming to putting that together was two days.”

The sequence looked good. It was well edited. The script was fine but the voice over delivery felt, at least to me, like it belonged somewhere on the edge of the uncanny valley. To others in the room, it felt real enough to become a shockwave.

My expectations were then high for the most recent event. The panel in Wildscreen’s Science In Storytelling panel in March 2025 was intriguingly titled, calling for a human focused outlook: “An Altruist’s Guide”. With the AI panel in October 2024 derailing conversations midway through the Festival, the organiser programmed this panel to open the day. Perhaps with one eye on keeping things light(er), it opened with PhD student Prem Gill who is studying seals from satellite data and using AI in his work, conducting a quiz with the audience deciding whether a sound was a “seal” or “space”. Unfortunately, a series of mishaps with the sound meant that it fell a little flat. Prem, however, is an entertaining presenter and as the technology failed, his warm and dry humour made the best of the situation.

There’s no doubt that AI is a tool and can be a useful one. That it can be used in conservation efforts like PhD research is, perhaps, slightly tangential to whether it should be used in wildlife filmmaking.  Heading into the panel in March, I was instead wondering how we should use this tool in our stories and what stories might they enable us to tell. Perhaps, more importantly, how honest are we prepared to be about how we use AI tools (if we do at all) in our creative work?

We are used to filmmakers using Computer Generated Imagery (CGI). Some of it considerably better than others. For CGI, Animators and VFX artists manually design and animate scenes or characters. For AI, a person (not described as an artist) types prompts and the AI does the rest. Proponents for AI often suggest that it will reduce the more mundane parts of our jobs and free us up to be more creative. 62% of users in a recent report into AI’s use in media said their biggest use was “Content Creation”. I am interested to know what the more creative parts are of media than content creation but, joking apart, it’s a lovely thought that we might altruistically use AI to make the world a better, more diverse place filled with creativity. I suspect people might, all too often, take shortcuts where they are available.

If we do use AI to create our films, write our articles and tell our stories then what are we freeing ourselves up for? It seems unlikely that many people will look back at their lives and wish they had fewer moments making beautiful things, really getting to the heart of a story and finding ways to enthral audiences. Whether they will wish they spent more time typing prompts into generative AI remains to be seen.

In an adjacent discussion in the world of filmmaking, we are constantly being told that our attention spans are shrinking, although the evidence for that is scant, to say the least. There is evidence that filmmakers believe it and tell audiences that it is true but it does not necessarily follow that people’s propensity to concentrate is diminishing. Oppenheimer, The Brutalist and, to a certain extent, Adolescence tell a different story about audiences and their attention spans. If you want to make long form pieces, you can find the audiences and research to back it up. If you want to make short, snappy social media style films, there’s research to back that up too. Let’s not pretend the audience are all one homogenous group.

I suspect that some filmmakers will use the tools of AI extensively. Some audiences will lap it up. Other filmmakers will strive for a more standard meaning of the word “authentic” and, doubtless, open their films with a badge that declares that AI was not used in the making thereof. Other audiences will seek that content out the way a select band of teenagers are heading to record fairs, hunting for vinyl. Personally, I hope our stories will continue to be rich, deep and authentically told. Perhaps the AI could help with the risk assessments?

Profile picture of Andrew Glester, Lecturer in Science Communication at UWE Bristol

By Andrew Glester, Lecturer in Science Communication, MSc Science Communication, UWE Bristol.

From crime scenes to comic strips: exploring forensic science communication

Author Science Communication Unit | Posted on

Forensic science has always fascinated me—from DNA analysis, fingerprinting to blood spatter patterns. So when the chance to collaborate with the Leverhulme Research Centre for Forensic Science and the University of Dundee for my Master’s thesis came along, I jumped at the opportunity.

Forensic science is undeniably complex. It’s one thing to watch a TV show like Silent Witness and feel like you understand certain techniques, but when such intricate details are presented by experts in a courtroom, they can easily overwhelm a jury with little to no science background. And that’s where the challenge lies: how can we make this highly technical information clear and accessible?

Enter The Evidence Chamber: an innovative research project exploring whether science comics can help juries better understand forensic evidence during complicated trials. Yes, comics—something you might not expect in a courtroom setting.

By combining visuals and text, comics tap into something known as dual coding theory, which suggests that people process and retain information better when it’s presented in both visual and textual forms. The Evidence Chamber takes this idea and applies it to forensic science, using comics to explain complex evidence, like DNA profiles or gait analysis, within the context of a fictional murder trial.

The project was spearheaded by the Leverhulme Centre for Forensic Science (LCFS) and FastFamiliar, a talented team of digital performance artists. Their approach is immersive: engaging participants through a fictional murder scenario designed to prompt discussions about the science behind the case. During the mock trial, audiences are presented with different types of forensic evidence—like DNA and gait analysis—in two ways: through expert witness testimonies (as in a typical courtroom setting) and through science comics. My role during my MSc Science Communication, studied within the Science Communication Unit, was to analyse these sessions and determine whether the comics genuinely made a difference in helping audiences understand expert scientific evidence.

So what did we find?

After engaging with the comics, participants in our sessions showed a stronger grasp of the forensic concepts shown. They asked more informed questions, demonstrated greater confidence, and even picked up on details they might otherwise have missed. However, not everyone was sold. Some participants found the comics less accessible, and there were concerns about whether comics might downplay the seriousness of courtroom proceedings.

While the feedback was mixed, one thing is clear: the potential of science comics in this context is significant. This approach offers a unique way to bridge the gap between experts and the public—even in high-stakes environments like criminal trials. By presenting complex scientific information in a more digestible, engaging format, we can make the science more accessible, without compromising its integrity.

The use of science comics in this way is an entirely new area of research, and I’m incredibly proud to have contributed to this pioneering work. Thanks to the expert guidance of my supervisors, Andy Ridgway in the Science Communication Unit and Heather Doran at the University of Dundee, these findings have been published in JCOM .

I can’t wait to see where this research goes and to see how it sparks new conversations about the role of storytelling—and comics—in science communication.

By Izzy Baxter, MSc Science Communication student at UWE Bristol.

Bees and brownfields: My journey from Science Communication to PhD research

Author Science Communication Unit | Posted on

As a child, I was fascinated by the world around me and knew from a young age that I was interested in science. Studying Biology for my BSc at the University of Sheffield introduced me to the complexity and beautiful diversity of the world’s ecosystems. I loved absorbing this fascinating information but had no desire to pursue my own research at the time. Rather, I wanted to share this knowledge with others, and decided to undertake an MSc in Science Communication. Home to the internationally recognised Science Communication Unit, UWE Bristol seemed the obvious place to do this.

Studying Science Communication at UWE opened my eyes to the world of science engagement, all the way from its history and theoretical background to its multifaceted practical applications worldwide. I particularly enjoyed my ‘Getting Science on Air and on Screen’ module where I recorded a radio show at BBC Bristol and filmed and produced a short science documentary at Films at 59, the post-production studios for the BBC’s Natural History Unit.

When it came to choosing my dissertation project, I was initially at a loss, however I remembered a book I had recently read, Bee Quest by Dave Goulson, and a chapter which particularly stood out to me, on bees in brownfields. I had become fascinated by the unique habitats of brownfields and their high levels of biodiversity, which are often overlooked in conservation. With the guidance of my supervisor, Dr Margarida Sardo, I wrote my dissertation on public engagement with brownfields sites. I loved working on this project, from interviewing the different stakeholders to writing up the findings. Margarida was a very supportive supervisor and encouraged me to publish this paper in an academic journal. After a couple of years of edits and one unsuccessful submission, this paper was eventually published in the Journal of Science Communication, JCOM, and was recently quoted in the Sunday Times. Publishing this paper planted the first seed of wanting to take my brownfield research further.

After my MSc, I spent a few years in London working in Communication Officer positions for medical and environmental charities. At this point I was hoping this would be a good entry point into the conservation sector and, whilst I enjoyed working with my colleagues, I felt a growing urge to be out in the field doing the conservation work the charities were funding, rather than being stuck at a desk.

Surveying swarming bats with Northumberland Bat Group

In 2021 I happened to see a posting for a PhD at UWE on citizen science, urban ecology and engaging underrepresented audiences with science. This seemed like the perfect combination of topics for me and, after discussing with my family and Margarida, I decided to apply. Although I wasn’t successful, this led me on the path to pursuing other PhDs. I was broadly searching for PhDs on the topic ‘biodiversity’, but was particularly interested in those that had a human-angle, whether this was through citizen science or urban environments. It took me a couple of years, two panel interviews, a number of selection interviews, and numerous applications before I got offered the PhD I am currently doing.

Presenting my poster at the Royal Entomological Society Annual Meeting 2024

Since September 2023 I have been undertaking a PhD on post-industrial land regeneration and Biodiversity Net Gain at Newcastle University. I was drawn to this project through its focus on human-impacted sites, particularly former mining sites, the implications for policy, and the potential to engage with different stakeholders. At the time of writing, I am now about 14 months into my 3.5 year studentship and loving every minute. I have a great team of supervisors, including a collaborative partner with Northumberland Wildlife Trust, who help guide my research with their range of expertise. I have been encouraged to shape my PhD in the direction I want and, as I am particularly interested in ecology, I spent last summer carrying out fieldwork on nature reserves around Northumberland and Gateshead. It was wonderful to finally be out in the field, conducting my pollinator surveys, pitfall traps, soil sampling and vegetation quadrats, even if it was an awful summer for bees!

I have been able to make use of fascinating residential training courses, including on entomological research and remote sensing methods. I have also been to various conferences, presenting posters of my research and making useful contacts from across the world. Each day is unique, some days I will be creating digital habitat maps on GIS, some days I will be pinning and identifying my insect samples, and others I will be in ecology research group meetings or discussing ideas for papers with collaborators. I am still figuring out my specific research questions, but I am given a lot of room for learning and flexibility to adapt my research as I go along.

Even though I am now working in ecological research, I would not be here without my MSc Science Communication. Not only did having a published paper hugely benefit me in the application stages, my supervisors have also told me that they selected me in part for my skills and experience in communication, a vital part of any scientific research. My MSc supervisor, Margarida, has also played a crucial role in my journey to PhD. Her enthusiasm of my dissertation and encouragement to pursue publication, as well as her support with applications and interest in my academic career has enabled me to be doing what I so love now.

I would certainly encourage anyone who is even slightly considering it to look into PhDs and I offer some nuggets of advice below:

  • Having supportive supervisors and academic contacts is hugely important, for both checking work and applications as well as the moral support and suggesting opportunities.
  • Having a variety of skills is an asset, not a detriment. Don’t worry if you’re not specialised in one field or on a particular topic. Doing a PhD is about learning, not going into with the knowledge already!
  • Be prepared for rejections. It may take a few rounds of applying but the project you end up with will be the perfect one.
  • There are many routes into a PhD. It’s ok if you’ve taken a linear academic journey and it’s ok if you’ve had a few years of working, volunteering or even doing something completely different! What matters is your passion for the project.

By Rosie McCallum, former MSc Science Communication student at UWE Bristol.

Learning Lab: BBC Science Focus Magazine

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By Matilde Marques

From a young age, I always found myself torn between two passions: science and writing. For years, I thought I had to choose between them, not realizing that they could actually go hand in hand. When I discovered Science Communication, I was thrilled to learn that I could combine both loves. And as much as I enjoyed every bit of my MSc Science Communication studies, the Learning Lab at BBC Science Focus Magazine felt like the cherry on top.

Throughout my week-long placement, I had the opportunity to shadow several members of the editorial team and dive headfirst into the fast-paced world of science journalism. I got to write news articles and received invaluable feedback from the editors that pushed my writing to new levels. It was reassuring to see that the skills I’d been honing throughout my studies were well-suited to the demands of professional science writing. But more importantly, I was reminded that we never stop learning, and there’s always room to grow.

Beyond writing, the placement allowed me to develop several key skills that will be essential in my future career, including conducting thorough background research to ensure accuracy and depth, understanding the target audience, and learning how to tailor content to match their interests. 

One of the most rewarding parts of the experience was having an article I wrote published—an honor I’ll never forget! By the end of the week, I was tasked with writing an “Everything You Need to Know” guide on NASA’s OSIRIS-REx mission—a topic I knew almost nothing about. I won’t sugarcoat it: hearing that I had five hours to research and write my first piece was nerve-wracking. But I thrived on the adrenaline of it all. That challenge sparked something in me: I knew this was exactly what I wanted to do with my life—write about science to help inform others while constantly learning myself.

A highlight of the week came toward the end of the placement when I had the chance to sit down with the Editor. We had an encouraging and insightful conversation as he provided advice on how to carve out a career in science writing. It helped me see that my aspirations weren’t just a far-off dream—they were entirely within reach. His guidance gave me a clear sense of the next steps I needed to take to achieve my goal.

Another great takeaway from the week was the network of professional contacts I built. The connections I made have already been invaluable, providing advice and even career opportunities. Plus, having published work to show at interviews is a massive boost for my CV.

I loved every moment of my time at Science Focus, from gaining a deeper understanding of the magazine’s inner workings to working with an incredibly talented and supportive team. I wholeheartedly recommend the Learning Lab placement to any MSc Science Communication student at UWE Bristol. For those who are unsure of their career path, it’s an excellent way to explore different roles within science communication. As for me, it cemented my desire to become a science writer. The placement gave me the confidence to believe that the career I once thought was out of reach was not only possible but something I was fully equipped for, thanks to my academic background, and offered a crucial bridge between academic study and real-world application

My only regret? It was just one week long—I could have stayed for months. 

Matilde Marques, MSc Science Communication student, UWE Bristol

Diving into Digital Publishing with a Placement at SelectScience

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By, Magaret Sivapragasam and Aleksandra Peliushkevich 

We kicked off our placement with a scenic but unexpectedly strenuous climb up Corston, a village near Bath, to reach Church Farm Business Park where the SelectScience office is located. Let’s just say we definitely got our cardio in for the day! However, as with any ascension, we were rewarded for our efforts. At SelectScience we were met by a friendly team, delicious coffee, and beautiful natural scenery from the office window. It was the perfect setting to catch our breath and settle into the day. 

We were undertaking a placement at SelectScience as part of the Learning Lab scheme run by the Science Communication Unit, which offers short-term placements to students on their Masters’ course with businesses and other organisations in the industry. The people at SelectScience were inspiring. We were introduced to the editorial team, client service specialists, and a product and review editor. It was a perfect opportunity to explore their roles in real life, ask questions and get useful advice for job hunting and future careers in science communication. Informal chat allowed us to better understand how the work of a digital publisher is organised and to see job responsibilities from the inside, through the eyes of an employee. That’s how we learnt that editors can be authors of articles, client service specialists often are event managers, and review editors communicate with clients as well. 

We have once again seen that work in science communication is intense and diverse and a variety of opportunities are waiting for us. To avoid getting lost in this diversity, it is important to pay more attention to the specific job responsibilities instead of the job title and to communicate with people who already work in the field. Despite the diversity of tasks all employees shared the company’s vision –

“accelerating science by connecting scientific communities with trusted solutions”

– their professionalism and passion for work were inspiring. 

Once we were clear about the vision of SelectScience, we were tasked with writing tags for their website. What initially seemed like a straightforward task turned out to be something more complex than we anticipated – it required an eye for detail. Generally, tags are used by online users to navigate searches. The key is to make them as concise as possible while being a helpful tool for users to locate information they need. Our goal was to develop a short paragraph that describes this tag’s content effectively.  

We then carefully analyzed the editorial articles, product reviews and news pieces to summarise them into an impactful paragraph. Along the way, we also learned how SEO’s (search engine optimization) and web trends play a crucial role in impacting web traffic and engagement. A few well-chosen words do go a long way! 

As we crafted each tag description, we found ourselves reflecting on what we had studied during the MSc Science Communication course. It was important to strike a balance between technical precision and accessibility, ensuring the tags are suitable for both experts and general users. It was indeed very satisfying to see our academic knowledge being applied so practically in a professional setting. 

By the end of the placement, we had developed a profound appreciation for the intricacies of digital content management and the vital role that science communication plays in bridging a gap between science and its audience. We left the placement with a big smile, knowing that (even though it was a small task), the work we completed will have a big impact on making scientific content available to those who need it. 

And of course, our trip would not have been complete without some sightseeing in Bath. After wrapping up our 3-day placement, we treated ourselves to a lovely stroll around the city and some yummy Thai food, because let’s face it- nothing fuels the brain quite like a good hearty meal. 

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