Verstehen statt Fakten vermitteln: Ein Erkenntnistheoretisches Argument für Dialogbasierte Wissenschaftskommunikation

This article investigates Public Understanding of Science (PUS) as an epistemic goal of science communication. It proposes to conceptualize PUS as a form of understanding and discusses what implications this has for science communication from a social epistemological perspective. Specifically, it is argued that 1) PUS can be conceptualized as an epistemic goal of science communication in a way that does not already imply the so-called deficit model, and 2) that interactive and dialogue- based forms of communication are also justified for this goal from an epistemological perspective.