Beyond the jargon: why science communication matters
The work of a science writer is far more complex than just explaining difficult terminology to citizens in a simple manner. It also extends to sparking conversations that enable citizens to understand, question and engage with science in their everyday lives.
“A science communicator helps to close the gap between science and society. The work involves translating complex scientific information and technical jargon into language and formats that different audiences can understand, relate to and use.
“However, it is not simply about making scientific language easier. It also requires understanding the audience: what people already know, what concerns them, which languages and communication platforms they use, and how science connects with their everyday lives,” Dr Anton Binneman said in an interview with SAnews.
Dr Binneman is the Manager: Science Communication at the National Research Foundation’s South African Agency for Science and Technology Advancement (SAASTA). The agency is a unit of the National Research Foundation (NRF) and advances public engagement with science, engineering and technology in South Africa.
This, as South Africa, as of this July, began commemorating National Science Month (NSM), which Deputy Minister of the Department of Science, Technology and Innovation (DSTI), Dr Nomalungelo Gina, launched on 4 July 2026.
At the launch held at the Vaal University of Technology in Sebokeng, the Deputy Minister said the transition from National Science Week, which has been observed since 2000, to a month-long commemoration reflects the government’s recognition of the increasingly important role of science, technology and innovation in addressing complex global and national challenges.
Binneman’s comments on the use of science in everyday life echo the theme of the inaugural NSM of “Science, Technology and Innovation are for everyone.”
“Science communicators may work through radio, television, newspapers, digital media, social media, exhibitions, public dialogues, schools, museums, and community engagement programmes.
“We also work closely with scientists, journalists, policymakers, educators and communities to ensure that scientific information is accurate, relevant and accessible. The ultimate objective is not merely to tell people what science says. It is to contribute to a society in which people can ask informed questions, assess evidence, form their own opinions and participate critically in discussions about science, technology and innovation,” Dr Binneman explained.
Rationale
He added that at the launch of the 2025 National Science Week, the Minister of the Science, Technology and Innovation, Professor Blade Nzimande, announced that the National Science Week programme would be expanded into the National Science Month from 2026. The initial flagship initiative was concentrated in selected provinces.
“The move from one week to a full month provides more time and space for universities, science councils, government departments, businesses, schools, scientists and community organisations to participate. It also allows us to address a broader range of subjects and reach communities that may not previously have had opportunities to participate in science engagement activities.
“It includes public lectures, community engagements, exhibitions, science tours, expert discussions, school activities and media engagements across themes such as health, climate change, technology, space science, education, human rights and indigenous knowledge systems,” Dr Binneman explained.
Participatory approach
Asked how the public is responding to the initiative, Dr Binneman said while it is still early days, the “initial response has been encouraging.”
“Organisations throughout the National System of Innovation are organising activities. Members of the public are being invited not only to attend formal events but also to initiate their own science-related conversations and activities.”
He added that the participatory approach is important because the success of National Science Month should not be measured only by the number of events but also by whether people begin to recognise that science is part of their lives and that they have a place in conversations about it.
Misconceptions and world-class capabilities
He is of the view that much about science involves on uncertainty, debate and even disagreement at times.
“Science is sometimes presented as a collection of fixed facts produced by exceptionally intelligent people working alone. In reality, science is a systematic process of asking questions, testing explanations, reviewing evidence and correcting mistakes,” he said.
While scientists do not always agree on issues, this is not necessarily a weakness.
Constructive disagreement, peer review and the ability to revise conclusions when better evidence becomes available are among the strengths of science. People might also be surprised by how much South African science contributes internationally. Our country has world-class research capabilities in areas such as astronomy, biodiversity, health, paleoscience, climate research, nuclear science and space weather.
“Facilities such as MeerKAT, the Southern African Large Telescope, iThemba LABS, and the South African National Space Agency’s Space Weather Centre demonstrate that South Africa is not merely consuming scientific knowledge produced elsewhere; we are helping to produce knowledge of global significance,” he explained.
Asked about the major misconceptions about science among the South African public, Dr Binneman said one misconception is that science belongs only to scientists, universities and laboratories.
“Science is present in agriculture, healthcare, water management, transport, communication, food preparation, construction and many of the decisions people make every day,” he said.
A second misconception he points to is that science is simply a school subject that some are “good at” and others are not, adding that scientific thinking is broader than academic performance.
“It includes curiosity, observation, questioning, comparing evidence and being willing to change one’s mind. Another misconception is that science always provides immediate, absolute and final answers. Scientific knowledge develops over time. Researchers often work with probabilities, limitations and incomplete evidence.”
He also explained that when scientific advice changes due to the emergence of new evidence, some people interpret this as proof that science cannot be trusted.
“In fact, the capacity to correct itself is one of science’s most important characteristics. There is also sometimes a perception that modern science and indigenous knowledge systems must be in opposition. These are different knowledge traditions, with different methods and contexts, but meaningful dialogue between them is possible.
“South Africa’s knowledge landscape is richer when communities are not treated only as recipients of scientific information but are recognised as participants who possess knowledge, experience and questions of their own,” said Dr Binneman.
Communicating efficiently
Given that scientific information is often complex, specialised and surrounded by uncertainty, science communicators have to preserve scientific accuracy while making the content understandable.
“If we simplify too much, we may distort the science. If we retain too much technical detail, we may lose the audience. It becomes even more challenging when the science is linked to people’s livelihoods, identities, histories, or concerns about government and institutions.
“In those situations, communication cannot be approached simply as the transmission of information. It requires listening, empathy and an understanding that people may interpret the same scientific development very differently.”
He explained that he has experienced moments when he questioned whether he was sufficiently equipped for the task at hand.
“During my work associated with the Square Kilometre Array [SKA] project in the Northern Cape, I encountered communities with legitimate concerns about land, employment, development, and the long-term implications of a major scientific infrastructure project. I realised that knowing the science and communicating its benefits were not enough. I also had to understand the social context, acknowledge competing narratives, and create space for people to speak.”
The SKA project is an international effort to build the world’s largest radio telescope aimed at enabling astronomers to monitor the sky in unprecedented detail.
He added that those experiences did not make him less confident in the value of science communication.
“They made me a better practitioner. They taught me that science communication is not about having every answer. It is about being willing to listen, being honest about uncertainty, and facilitating a meaningful conversation between scientific institutions and society,” he said.
On how science shapes his world, Dr Binneman said science encourages him to remain curious and to avoid accepting easy explanations without examining the evidence.
“It reminds me that the world is complex and that our first interpretation of a problem is not always the correct one. At the same time, working in science communication has taught me that evidence alone does not explain how people understand the world,” he said, adding that history, culture, identity, personal experience and trust also influence how people interpret scientific information.
“My view of the world is shaped by both scientific inquiry and human experience. Science has also made me more comfortable with uncertainty. Not knowing something is not a failure; it is the beginning of a question.
“I believe that attitude is particularly valuable in public service. We should make decisions using the best available evidence, remain transparent about what we do not yet know, and be willing to adjust our approaches when the evidence changes,” he explained.
Public Service Month
With South Africa due to mark Public Service Month (PSM) in September, Dr Binneman is of the view that the country has many talented science communicators, journalists, researchers, and engagement practitioners but does not yet have enough people with the specialised competencies required to communicate the full breadth of scientific work taking place across the country.
The challenge lies not only in the number of practitioners but also in considering where they are located, which communities and languages they can reach, their access to media platforms and whether they receive sufficient institutional support.
“Much of South Africa’s science communication remains concentrated in major institutions and urban centres, while communities in rural areas may have fewer opportunities to engage directly with scientists and scientific organisations.”
He said a coordinated approach to professional development is a need.
“Science communication should be recognised as a specialised field requiring competencies in scientific literacy, audience research, journalism, digital communication, ethics, public engagement, cultural awareness, multilingual communication and evaluation.”
He said that there are several possible entry routes into the profession and that people may come from the science field, journalism, communication, education, or the social sciences.
He added that some universities offer qualifications or modules in science communication.
The Department of Science, Technology and Innovation, through the NRF-SAASTA, also supports a postgraduate diploma in science communication to enable graduates to develop these specialised skills.
However, qualifications alone will not be sufficient. Other important interventions include workplace-based learning, internships, mentorship, opportunities for journalists to specialise in science, stronger relationships between scientists and the media, and continuous professional development for both researchers and communicators.
“Scientists should also receive support to communicate their own work more effectively. Particular attention should be given to developing communicators who can work in South Africa’s indigenous languages and who understand local contexts.
“People should not have to encounter science only in highly technical English. Language affects access, trust and the ability to participate meaningfully,” he explained.
He added that government institutions and publicly funded research organisations also have a responsibility to make communication part of the research and innovation process rather than treating it as an activity that takes place only after the work has been completed.
PSM serves as a reminder of what it means to serve communities with public servants called to recommit themselves to belong, to care, and to serve the people.
“Publicly funded science should be communicated back to the public in ways that demonstrate its relevance, limitations, and value. Ultimately, South Africa needs more than people who can promote scientific achievements.
“We need practitioners who can facilitate difficult conversations, communicate uncertainty, counter misinformation, listen to communities and help citizens understand how science relates to public policy and their everyday lives,” he said.
According to Dr Binneman, that capacity is essential for building a capable public service, strengthening confidence in public institutions and developing a more scientifically engaged society.
The programme for National Science Month can be accessed on: https://www.saasta.ac.za/wp-content/uploads/2026/07/NSM_2026_NATIONAL_PROGRAMME_with-cover-page.pdf
–SAnews.gov.za
