Abstract

Within educational science and communication science, the concepts of scientific literacy and effectiveness of science communication have been intensely debated in relation to the free types of education, but the research did not focus on the specificity of their target (the general public) in relation to the specificity of their object (science). In general, research maintained an exclusively externalist view for these concepts and associated them with the complexity and diversity of teaching science and less with the epistemic dimension of science communication as a transfer of understandable knowledge in particular conditions. This prospected research advances an internalist view on these concepts, aiming to answer the question of whether science communication (with a conceptual meaning that embeds understanding, message, and goal) to the general public is possible and in what form, within an epistemological theoretical framework.