When communicating science in writing, some factors can make it easier for the public to understand the scientific ideas, concepts and information (facilitators). Other techniques can make it more difficult for the audience to understand the science (barriers). Which of the examples below are facilitators for effective written science communication? [Select all that apply]

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In discussing facilitators versus barriers to effective written science communication, we evaluate how each option would impact a public reader's ability to grasp the ideas.
Option a: 'Using scientific terminology to express ideas efficiently.' While concise for experts, specialized jargon can alienate or confuse non-specialist readers, making the text harder to understand. This is generally considered a barrier rather than a facilitator for the general public.
Option b: 'Headings and titles that clearly indicate the content.' Clear headings and informative titles help readers quickly orient themselves, scan for relevance, and anticipate what will be covered, which supports comprehension and retention. This is a classic facilitator of effective communication.
Option c: 'Presenting a lot of detailed data in lists.' Although lists can organize information, dumping a large amount of detailed data without context, explanation, or synthesis can overwhelm readers and obscure key messages. Without careful scaffolding, this tends to hinder understanding and acts more as a barrier than a facilitator.
Option d: 'Relevant information included in a single document.' Consolidating pertinent information into one accessible document reduces friction caused by cross-referencing multiple sources, minimizes fragmentation, and helps readers form a coherent picture. This arrangement is a known facilitator of comprehension.
Overall, the facilitators are those choices that enhance clarity, readability, and cohesion for a general audience, namely b and d, while a and c tend to impede understanding for non-expert readers.

SCI1000 S1 2025 Week 4 quiz

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