Science communication as understanding: An opportunity for institutional development?

The academic discourse on science communication has evolved from instructional to more dialogic models. At their core, however, newer models still address the question of how science can be communicated to a non-scientific audience. In contrast, the idea that science communication can help to reflect on and to transform science as a part of society has barely been addressed. Our didactic concept emphasises the two-sided nature of science communication. It posits that communication processes between scientists and the non-scientific public carry an
important potential for examining and transforming science.