On podcasts

Podcast in education and science is most often used as a supplementary source of knowledge, either in the form of recorded lectures, interviews, audio lessons or student productions or for the promotion of scientific ideas. Its main pedagogical value lies in the adaptation to individual learning styles and the availability of learning "on demand", i.e. in the rhythm and space determined by the student himself, while in the part of popularizing science, podcasts help spread information about new scientific knowledge and research.

Numerous studies indicate that listening to content can positively influence motivation, understanding of the material, and a sense of autonomy in learning. There is a certain power of the spoken word as a medium that can resonate more deeply with students and encourage emotional and cognitive engagement. Likewise, podcasts stimulate interest in science through storytelling, interviews, and real-life examples, thereby strengthening the connection between scientists and society. Podcasts also contribute to building trust in science and spreading a culture of open and accessible communication about scientific knowledge.

Ways of using podcasts in education

Two types of podcasts are most often used in education:

• podcasts are created by teachers (as a teaching resource)
• podcasts are created by students (as a form of assessment of knowledge and skills).

When teachers make a podcast

A teacher can record their own podcast as a keynote speaker or conduct an interview with a guest. Some use it as a substitute for live lectures, but it is important that the podcast is not just reading lectures, but that it is shaped into interesting and engaging content.

A special form is podcast lectures (Zijp & Karreman, 2020), a combination of one or more audio recordings with slides or short video clips, followed by discussion and questions from students.

Podcasts are useful for introducing a topic or deepening a discussion. For example, students can listen to a podcast before class and discuss the content during the lecture. Research shows that this increases the ability to reflect (Andersen & Dau, 2021).

In order for the podcast to have its full effect, it needs to be integrated into the course: connect it with tasks such as writing an essay, asking and answering questions or preparing a discussion.

When students create a podcast

Podcasting can also be a tool for learning through making. When students record their own podcasts, they are operating at the highest level of Bloom's taxonomy, creating (Krathwohl, 2002). This allows them to learn more deeply and develop reflection (Andersen & Dau, 2021).

The assignment can be for an individual or a small group to create a podcast on a course topic: for example, an interview with an expert, a discussion among students about a specific problem, or a presentation of their own views on a given topic. Such an activity encourages students to research, be creative, and connect knowledge with practice.

Ways of applying podcasts in the popularization of science

Podcasts can be used in different ways in popularizing science, depending on the goals and target audience:

1. interviews with scientists and experts, with discussions about current research, the social significance of science and the personal experiences of researchers, listeners gain an authentic insight into the scientific process and the human side of science
2. thematic series on scientific concepts or discoveries, podcasts can cover a specific topic over multiple episodes (e.g., climate change, artificial intelligence, genetics), allowing for a deeper understanding and monitoring of the development of scientific knowledge in an interesting and accessible way.