Recent Educatioal Research Volume 1, Issue 1 DOI: 10.59762/rer904105361120231117123115 19 Analyzing Science Communication Discourses in a Global Society: A Case Study of a Graduate School Classroom Louis Placido F. Lachica 1 , Giselle D. Arintoc 2 Capiz State University, Pontevedra, Capiz, Philippines Marciano M. Patricio National High School, Pilar, Capiz, Philippines Abstract This study anchored on constructivist grounded theory aimed to unveil discourses on science communication in a glocal society in a Philippine graduate school classroom. Virtual interviews were done with the participants. In vivo coding technique and narrative discourse analysis were used for data analysis. Results revealed seven emerging discourses on science communication in a graduate school classroom. These are 1) popularizing research- and evidenced-based knowledge, 2) focusing on truth and authenticity, 3) synergy of thinking skills, 4) social media engagement, 5) science communication in policymaking, 6) emancipation and empowerment through education, and peace and global understanding. The emerging discourses of Filipino graduate students refect how they perceive science communication when positioned globally and applied locally. Science communication is a conduit for making science relevant and impactful to all social contexts through sound and accurate knowledge sharing and engagement of scientifc and technical information. Integrating it into allied disciplines to maximize its practical application may emphasize science communication in an academic setting. Future researchers may replicate this study by exploring other methodologies and collaborating with international partner educational institutions to look into intercultural and cross-cultural constructs along this research interest. Keywords: Discourses, classroom, graduate school, global society. Louis Placido F. Lachica Capiz State University, Pontevedra, Capiz, Philippines lpfachica@capsu.edu.ph Introduction Science communication refers to a variety of tech- niques that make scientifc concepts, procedures, know-how, and research useful or approachable to non-specialist audiences. Audiences for sci- entifc communication shouldn’t be expected to have a background in STEM felds or a prior inter- est in such felds. It is a young, interdisciplinary area that may draw from a range of communica- tion disciplines and modes. Research, criticisms, and discussions on the paradigms of scientifc communication used by science communicators are included in this (Newcastle University, 2019). Science communication refers to a variety of techniques used to convey scientifc concepts, procedures, information, and fndings to audi- ences that are not experts in the feld in a clear, intelligible, or benefcial manner (University of Newcastle, 2014). Science communication is the process of fostering an appreciation for, under- standing of, and application of science and the scientifc method in a way that promotes par- ticipation by a variety of stakeholders, accord- ing to Dr. Ma. Theresa H. Velasco, retired dean of the College of Development Communication at the University of the Philippines in Los Baos. This was stated in 2005. According to Velasco, understanding the scientifc method stresses un- derstanding the what, the how, and the way of communicating about science and technology. Understanding science and the scientifc meth- od is essential to understanding and appreciat- ing science and technology, in addition to know- , 19-30