When People See Themselves in Science: A New Relational Model of Science Engagement

Science Communication and Education often still operate as linear transactions: experts deliver information, audiences receive it, interaction ends, and resources are not reused. We argue that moving from deficit to dialogue and participation is necessary but insufficient, introducing a fourth model – the Relational Engagement – where engagement is maximized if participants share a common background and build upon cultural, emotional and social connections. Through two case studies, we show how circular design applied to Science Communication and Education can strengthen belonging, learning, and long-term engagement. We propose to use circularity principles as a design lens for Relational Engagement interventions.