ABSTRACT A one-hour guided discourse was designed to support developing the outreach communication skills of physics experts with middle school students. The participants consisted of 12 physics researchers who conduct research in the field of nanoscale science and technology (NST). The guided discourse consisted of a professional development task for preparing the researchers to communicate their NST research. Each scientist was presented with two sets of concepts (NST essential concepts and middle school physics concepts) using a visual board and was asked to find connections between them. Before and after linking the two sets of concepts, the scientists were invited to describe their research. The findings showed that a change had taken place in the concepts the scientists used to describe their research: an increased use of concepts from middle school physics and a decreased use of complex scientific jargon. A qualitative examination of the results revealed different types of participants, based on the way the scientists were influenced by the task. Each of the three types of science communicators is presented as a case study. We suggest that this task can be applied to prepare scientists to communicate with middle school students.

中文翻译：

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用你自己的话！在指导性演讲中发展NST专家的科学交流技能

摘要设计了一个小时的指导性课程，以帮助发展物理专家与中学生的外联沟通技能。参加者包括12位从事纳米级科学技术（NST）研究的物理学研究人员。指导性话语包括一项专业发展任务，以使研究人员准备交流其NST研究。每位科学家都使用一块视觉面板展示了两组概念（NST基本概念和中学物理概念），并被要求查找它们之间的联系。在将这两组概念联系在一起之前和之后，科学家被邀请描述他们的研究。研究结果表明，科学家用来描述他们的研究的概念发生了变化：中学物理概念的使用增加，复杂科学术语的使用减少。根据科学家对任务的影响方式，对结果进行定性检查后，发现了不同类型的参与者。三种类型的科学传播者中的每一种都是作为案例研究提出的。我们建议可以应用此任务来准备科学家与中学生进行交流。