Abstract
Scientists often aim to inspire others who may not be as knowledgeable about specific scientific concepts to increase science interest and knowledge, mobilize communities for social and political change, and encourage the pursuit of STEM careers. Ideally, scientists would interact with public audiences face-to-face for rich dialogue and engagement at community venues such as libraries, churches, schools, and grocery stores. However, research shows the majority of Americans spend their time searching for scientific information on the web. As an alternative, some scientists have taken to participating in produced online video. Some online video platforms allow for synchronous dialogic engagement, such as Skype, for video-sharing. Skype in the Classroom is offered for school interactions with content experts through virtual field trips. The following study provides a practical overview of a specific program called ‘Scientist Online: The Science of Mosquitoes,’ its application of Skype in the Classroom two-way video technology for fostering STEM dialogue, and a qualitative analysis of scientists’ experiences and scientist-student interactions. The authors analyzed interviews with the participating scientists and call transcriptions of the scientist-student conversations with five schools and more than 100 students from Florida, Pennsylvania, Canada, and Pakistan. Skype in the Classroom served as an effective platform for scientists to engage with various school audiences, improving their confidence in science communication. The online synchronous format of Skype in the Classroom prompted scientists to prepare content and conduct background research of participants’ locations in advance. Scientists recognized the importance of their roles as science communicators to dialogue about science in digestible terms, and Skype in the Classroom allowed them to balance their roles as researchers and contributors to public outreach. Recommendations are also discussed.
Highlights
Americans’ confidence in scientists has steadily increased in recent years, yet research shows those who trust science often have an existing high level of science knowledge and politically tend to be Democrats (Funk et al, 2019)
While in-person engagement is ideal, research shows the majority of Americans spend their time searching for scientific information on the web (Brossard and Scheufele, 2013)
The electronic field trips (EFTs) programs were conducted in partnership with Streaming Science (2020), and online student-led science communication platform, and the Public Issues Education (PIE) Center at the University of Florida
Summary
Americans’ confidence in scientists has steadily increased in recent years, yet research shows those who trust science often have an existing high level of science knowledge and politically tend to be Democrats (Funk et al, 2019). A science communication myth exists that the public is uneducated and scientifically illiterate, and that supplying information will solve the science knowledge gap (Nisbet and Scheufele, 2009). It is imperative that scientists and science communicators instead participate in targeted and sophisticated two-way public engagement for promoting education and change (Nisbet and Scheufele, 2009). Scientists are often motivated to share their awe and love of science with public audiences to potentially inspire others who may not be as knowledgeable about specific scientific concepts to increase public science interest and knowledge to mobilize for social and political change in communities, as well as the potential pursuit of STEM (science, technology, engineering, and math) careers (Nisbet, 2018). While in-person engagement is ideal, research shows the majority of Americans spend their time searching for scientific information on the web (Brossard and Scheufele, 2013)
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