Today’s societal challenges, such as climate change and global pandemics, are increasingly complex and require collaboration across scientific disciplines to address. Scientific teams bring together individuals of varying backgrounds and expertise to work collaboratively on creating new knowledge to address these challenges. Within a scientific team, there is inherent diversity in disciplinary cultures and preferences for interpersonal collaboration. Such diversity contributes to the potential strength of the created knowledge but can also impede progress when teams struggle to collaborate productively. Facilitation is a professional practice-based form of interpersonal expertise that supports group members to do their best thinking. Although facilitation has been demonstrated to support group functioning in a wide range of contexts, its role in supporting scientific teams has been largely overlooked. This essay defines scientific facilitation as a form of interactional expertise and explains how facilitating scientific teams requires skills in managing interpersonal interactions as well as understanding how different types of disciplinary knowledge integrate in the creation of new knowledge. Next, it explains how this science facilitation expertise may be developed through metacognition. Finally, it provides examples of how scientific facilitation could be more widely incorporated into research by describing three pathways to expand the use of facilitation theory and techniques in collaborative scientific research: developing facilitation skills among scientists leading teams, using broadly trained facilitators, and using specialised science facilitators. The strengths and risks of each path are discussed, and criteria are suggested for selecting the right approach for a given team science project.

当今的社会挑战，例如气候变化和全球流行病，越来越复杂，需要跨科学学科的合作来解决。科学团队将具有不同背景和专业知识的个人聚集在一起，共同创造新知识以应对这些挑战。在科学团队中，学科文化和人际合作偏好存在固有的多样性。这种多样性有助于创造知识的潜在力量，但也可能在团队难以高效协作时阻碍进展。促进是一种基于专业实践的人际专业知识形式，支持团队成员发挥最佳思维。尽管促进已被证明可以在广泛的背景下支持团体运作，它在支持科学团队方面的作用在很大程度上被忽视了。本文将科学促进定义为互动专业知识的一种形式，并解释了促进科学团队如何需要管理人际互动的技能，以及理解不同类型的学科知识如何整合到新知识的创造中。接下来，它解释了如何通过元认知发展这种科学促进专业知识。最后，它通过描述在协作科学研究中扩展促进理论和技术的使用的三种途径，提供了如何将科学促进更广泛地纳入研究的示例：在科学家领导团队中发展促进技能，使用受过广泛培训的促进者，以及使用专门的科学促进者。