Abstract
This chapter discusses concepts of science journalism education and its localization between the education of journalists in general and different fields of science communication curricula. Science journalism curricula usually include elements of natural sciences (including medicine) and - to a smaller extent - of cultural and sociological sciences, general journalistic skills as well as aspects from communication science. Despite some convergence with institutional science communication, a special status of teaching science journalism as a logical truth-seeking partner of science itself is recommended. As a perspective, it is suggested that all media sections have to become more scientific in the sense of evidence-based reporting in a data-driven and fake news endangered world. Skills as they can be especially taught in science journalism curricula offer a great potential to establish journalism as a “new knowledge profession” (cf. Donsbach 2014), delivering a saleable added value to the gratuitous information that any user can get by himself via Google or social networks. Therefore, concepts of science journalism teaching may have great potential as a blueprint for other fields for journalism teaching. However, the demarcation from rather marketing-oriented fields of science communication as well as concepts to pay highly educated independent journalists seem to be crucial in the future.
