Applying a psychological problem-solving framework to science communication: insights from a qualitative pilot study observing scientists preparing children’s university lectures

The article examines the planning of science communication and empirically tests whether psychological problem-solving theory (i.e., complex problem-solving and Dörner's idealized process model) can be used to describe planning processes. To this end, the authors conducted a qualitative study with eight scientists who were preparing a lecture for a children's university. Using an observational design with think aloud protocol. The results show that the planning process fulfills the characteristics of a complex problem, particularly in terms of variable interconnectedness, the lack of transparency regarding the target group, and conflicting goals (polytely). When applying Dörner's idealized process model, it turned out the planning process was not linear, but predominantly iterative. The modeling and information collection phase accounted for the largest proportion of the process, whereas elementary goal development was often addressed only marginally or at a very late stage. The study concludes that problem-solving psychology can serve as a framework to analyze and potentially enhance planning efficiency in science communication.