Informal Outreach Research Articles

Scaling the wall: overcoming barriers to STEM knowledge mobilization

Improving science literacy is crucial amidst global challenges like climate change, emerging diseases, AI, and rampant disinformation. This is vital not only for future STEM generations but for all, to make informed decisions. Informal science communication efforts such as podcasts, popular science articles, and museum events are an essential part of the infrastructure for mobilizing knowledge and nurturing science literacy. However, in this Perspective, we emphasize the need to grow our capacity for STEM outreach in the formal K-12 classroom. While the majority of informal outreach mechanisms require audience members to seek out content, classrooms include those hard-to-reach target audiences that are not already STEM-engaged. We contrast the multitude of resources that have been developed to support informal outreach in recent decades with a relative paucity of such efforts in the K-12 formal classroom realm. We advocate for a more balanced deployment of resources and efforts between these two vital components of our knowledge mobilization and STEM engagement infrastructure. In particular, we highlight the key role of K-12 teachers as conduits for knowledge dissemination and the need for greater collaboration between scientists and teachers at individual and organizational levels. We also advocate for greater collaboration across programs in both the informal and formal outreach space, and dedicated effort to construct dissemination networks to share outreach materials at scale across disparate programs. The aim of our piece is to generate discussion about how we might refocus goals, funding mechanisms, and policies to grow the science-engaged society necessary to confront future challenges.

Engaging Students and Teachers as Community Scientists in DNA Barcoding Initiatives.

Historically, contributions to scientific knowledge have been perceived as something that only professional scientists have the ability to affect. This has led to the belief that scientific pursuits are done not by everyday people but by individuals who have no connection to the communities that their discoveries might impact. DNA barcoding initiatives have the potential to bridge this gap. Community leaders, students, teachers, and other community members can come together with engaged scientists to solve relevant issues that affect them. Over the last 20years, DNA barcoding has been used successfully in a variety of educational contexts to incorporate original research into school curricula and informal outreach and education programs. DNA barcoding is especially suitable for educational settings because it is conceptually and technically straightforward, the workflow is adaptable to a variety of situations, and free and open-access online tools exist that allow participants to contribute high-quality data to international research efforts. DNA barcoding also offers a unique service-learning opportunity, where participants gain both knowledge and confidence in science. This is important because a growing body of evidence suggests that actively conducting research increases student and teacher engagement and retention of students in science. Here, we describe a framework and case studies in different educational settings that can be modeled and adapted to various educational contexts.

Recommendations for success in biomechanics outreach

Student engagement in science, technology, engineering, and math (STEM) through informal outreach events is critical to the current educational pipeline. National Biomechanics Day (NBD) is a STEM outreach event that is an international celebration of the science of biomechanics with the goal of introducing high school students to the field. While NBD has experienced global success and substantial growth in recent years, it is an equally rewarding and challenging endeavor to host an NBD event. In this paper, we provide recommendations and mechanisms for biomechanics professionals to support their success in hosting biomechanics outreach events. Although these guidelines are framed around hosting an NBD event, the underlying principles can apply to hosting any STEM outreach event.

Camp Bioscience: Developing a Biology Summer Camp for Upper Elementary Students

Informal outreach programs can provide authentic science experiences for elementary school students, who may not have these experiences in formal school settings. Research indicates that students lose interest in science in middle school, so it’s important to reach them early. To address this need, we designed a summer camp focused on exposing children in 5th grade to current research projects being conducted by STEM faculty and graduate students at the university, to increase their understanding of science practices, and interest in STEM. This paper describes the outreach model focused on authentic science research projects and direct exposure to scientists and their work. We investigated the influence of participating in the camp on students’ understanding of the nature of science, and their interest in science. Data collection included pre-and post-student surveys, observation data, and artifacts. Students reported gains in understanding of authentic science practices on the surveys (p = 0.0055), while observation data exhibited a progression of learning throughout the week. Additional data were collected to monitor student engagement with the activities to improve future iterations of the camp as a summer program.

NGSS Engineering Practices in Physics Instruction: Building a Night Light

Many physics teachers have experienced the challenges of implementing the Next Generation Science Standards (NGSS) in their high school curricula. These standards, based upon the Framework for K-12 Science Education, were intended to shift science instruction towards an interdisciplinary focus on three-dimensional learning, phenomena anchored explorations, and developing solutions for technological problems. The present paper describes a collaboration between electrical and computer engineers and physics educators, whereby a physics unit was created to embed engineering practices in the design of a night light. Although the project also incorporates aspects of crosscutting concepts and disciplinary core ideas, we focused on engineering practices since more educational resources are needed that illustrate this aspect of NGSS-aligned teaching and learning. The unit was piloted with over 1500 high school students in an informal outreach program, as well as professional development workshops for 100 secondary science teachers, with the intent that teachers would incorporate this and other engineering projects in their physical science classrooms.

Applications of 3D Paleontological Data at the Florida Museum of Natural History

The past decade has seen an exponential increase of innovative applications of 3D technology in the geosciences. Here, we present a case study from the Florida Museum of Natural History applied to the multidisciplinary field of paleontology. We have deployed 3D scanning and printing techniques for the purposes of scientific research, formal education, and informal outreach. Depending on the application of the 3D file, different techniques are utilized to create high-fidelity models of physical fossil specimens or geologic field sites. These techniques include X-ray CT scans, surface scans, and photogrammetry, all of which produce 3D models that vary in resolution and scale. Novel paleontological research applied non-destructive CT scanning to explore the internal anatomy of fossil museum specimens, additionally, 3D models are being used to create K–12 curricula aligned with national and state-specific education standards that are implemented in formal classroom settings. Many of these lessons are part of the NSF-funded iDigFossils project, which aims to evaluate students’ motivation and interest towards science, technology, engineering, and mathematics after participating in integrated 3D printing and paleontology lessons. Specifically, lessons on dinosaur trackways, horse evolution, and the Great American Biotic Interchange teach geologic concepts such as deep time, taphonomy, plate tectonics, and evolutionary trends. The same 3D models developed for these K–12 lessons have been used during Florida Museum’s outreach events to engage broad audiences with hands-on exhibits and activities. All 3D files are stored on open-access, online repositories, providing accessibility to fossil specimens and field sites. The application of 3D technology for the study of fossils and paleontology will continue to expand the impact of scientific discoveries for basic research as well as for broader impacts on society.

Child-Robot Theater: Engaging Elementary Students in Informal STEAM Education Using Robots

One of the options to make science, technology, engineering, and mathematics (STEM) more accessible, especially for children, is to integrate STEM content into more attractive materials and familiar formats. In this line, by integrating STEM with arts and design, we have created an afterschool program, “Child-Robot Theater” for children in a rural elementary school. We administered two programs over two years and in total 37 children participated in the two-phase program, from which 23 children were included in the analysis of this study. We infused the contents of science, robotics, and computer science with acting, dancing, singing, and drawing inspired by the theater production. Through this longitudinal research, we have successfully demonstrated the informal outreach program with the robots in the wild and achieved improvements in making a robot theater program. After briefly introducing our pedagogical framework and procedure, we delineate potential impacts, lessons, and recommendations for future works. We believe that our efforts could stimulate diverse discussion and practice of using robots and theater for STEAM education across the science, art, and education communities.

Promoting academic engagement: university context and individual characteristics

This paper aims to explore the impact of organizational context on individuals’ industry activities in Chinese universities. Academic engagement, which includes collaborative research, contract research, consulting and other informal outreach activities, is posited as being jointly determined by organizational and individual level factors. Based on 564 Chinese scientists’ survey responses, our results show that scientists perceiving their university as having a strong entrepreneurial mission or supportive policy context are more active in academic engagement. This relationship is, however, moderated by individual-level factors. Specifically, entrepreneurially oriented university missions and supportive policy are more strongly associated with intra-individual differences in academic engagement for junior scientists, and for scientists with established personal networks to industry. Our analysis also shows that several individual-level predictors of academic engagement identified in studies set in Europe and the US carry over to the Chinese context.

Training scientists in a science center improves science communication to the public

the language of science is inherently academic and often inefficient in its delivery of key concepts to nonscientists (10a). When President Obama spoke at the National Academy of Sciences in April 2009 (15b), he issued the following call to think of new ways to engage young people in science,

Celebrating the Culture of Science

There is an increasing worldwide consensus on the vital importance of Science for personal, social, economic, and political development. This has spurred many countries to increase their investments in science and technology. But funding research is not enough: Nations must also promote cultures that celebrate science and its values of reasoning, openness, tolerance, and respect for evidence, just as they celebrate the arts and humanities that enrich everyone's lives. Not only formal education but informal outreach is critical in achieving this goal. Today, there is a great deal of creative experimentation with different methods of engaging the public with science. Our own experiences in organizing science festivals in the United States and Egypt illustrate the potential of one important form of public engagement.