title: Prescriptive scientific narratives for communicating usable science.
abstract: In this paper I describe how a narrative approach to science communication may help audiences to more fully understand how science is relevant to their own lives and behaviors. The use of prescriptive scientific narrative can help to overcome challenges specific to scientific concepts, especially the need to reconsider long-held beliefs in the face of new empirical findings. Narrative can captivate the audience, driving anticipation for plot resolution, thus becoming a self-motivating vehicle for information delivery. This quality gives narrative considerable power to explain complex phenomena and causal processes, and to create and reinforce memory traces for better recall and application over time. Because of the inherent properties of narrative communication, their creators have a special responsibility to ensure even-handedness in selection and presentation of the scientific evidence. The recent transformation in communication and information technology has brought about new platforms for delivering content, particularly through interactivity, which can use structured self-tailoring to help individuals most efficiently get exactly the content that they need. As with all educational efforts, prescriptive scientific narratives must be evaluated systematically to determine whether they have the desired effects in improving understanding and changing behavior.
authors.affiliation: Department of Social and Decision Sciences, Carnegie Mellon University, Pittsburgh, PA 15213 downs@cmu.edu.
authors.forename: Julie S
authors.initials: JS
authors.lastname: Downs
mesh_terms: D000293:Adolescent; D006266:Health Education / Q000379:methods*; D006801:Humans; D033181:Information Dissemination / Q000379:methods*; D033262:Narration; D010565:Persuasive Communication; D012586:Science; D012736:Sex Education / Q000379:methods*
keywords: adolescents; decision making; interactive video