| Public attitude |
Interested in topic or favors research |
They’re super interested. They really want to know. (20) |
| Hostile towards research or topic |
I know that a lot of people are opposed to [our work]. (10) |
| Controversy or topic unknown to public |
Over 95% of the population probably has no idea [the field] exists. (9) |
| Neutral towards research |
I think they would, in the first place, do not understand why we do [this research]. (28) |
| Target audience |
Undifferentiated target audience |
Everyone, everyone, really. So from kids to grandmas. (4) |
| Single, uniform target segment |
[P]eople who go to a museum and are interested in a little bit of science. (28) |
| Differentiated targets |
Everybody that goes to a presentation that is called "Origin of Life". And, yeah, also particularly children. (5) |
| Prior knowledge |
Insufficient information or education |
I think that many […] are lacking basics […], when they hear ‘proteins’, they think about going to the gym. (15) |
| Public informed enough |
If they’re not curious to know, I think it probably is enough for them. (23) |
| Public has wrong information |
[A] certain part of community likes to write books. And then people read those books, and they believe this is the consensus in the field. (8) |
| Communication Model |
Communication aims at filling knowledge gap |
[M]ost of the people […] do not know much about [OoL]. And it should be changed at some point, definitely. (18) |
| Two-way information flow |
Of course, they will care about [the research process]. Like they will ask you, "How did you sample it? How did you take your samples?" (6) |
| Cooperative sense-making process |
I would totally argue with […] showing that there is […] disagreement, and then let them take sides. And let’s see what […] comes from stakeholders on the street, […] what could it be important aspects. (19) |
| Own role |
Provide only interesting or understandable parts |
It’s a nice story you can tell. […] It’s easy to introduce the basic and to build […] up. (1) |
| Promote institution |
It’s kind of embarrassing to show to the public how researchers—which are thought to be the authority on knowledge—are fighting over if this molecule is prebiotic or not. (30) |
| Present all facts as transparently as possible |
We should always make clear, what are the scientific grounds? And where are we leaving the facts? […] What are the conclusions? […] What conclusions are […] just speculative? (19) |
| Patrol boundaries |
To present this field to the public, I think it’s important to stay within sciences that do use the scientific method and do not take just assumptions. (22) |
