Science Outreach Program Research Articles

An interdisciplinary research field transformed into an intermedial science exploration programme: how to explore neurotronics research and development in a school student laboratory programme

This work presents the development and implementation of an interdisciplinary and intermedial science outreach programme designed for school students. The programme integrates biological systems and technological advancements to provide students with hands-on laboratory experiences and immersive media, including virtual reality videos and augmented reality posters. Through a co-creation process involving scientists and educators, the programme aims to enhance students understanding of bio-inspired information pathways and neurogenesis. Preliminary evaluations indicate high engagement and educational value, suggesting that such interdisciplinary approaches can significantly enrich science education.Graphical abstract

Evaluation of content knowledge and instructor impacts in a middle school outreach program: lessons from Brain Explorers

Despite general agreement that science outreach is important, the effectiveness of science outreach programs on participants' learning often is not assessed. Brain Explorers is a neuroscience outreach program that allows medical students to partner with Biomedical Sciences faculty to develop lesson plans with learning objectives, interactive experiments for middle schoolers, and assessments of learning. These lessons are then implemented through a community-level intervention in which medical students teach their lesson plans to middle schoolers and assist them in performing activities to reinforce the concepts. Importantly, the efficacy of these active learning interventions is assessed. Throughout the program's evolution, a variety of different forms of assessment have been utilized to examine student understanding. While the goals of outreach programs are varied, here we have focused on the evaluation of content knowledge gains laying out three unique evaluation methods including post-event, immediate pre- and post-event, and spaced pre- and post-event evaluation. Specifically, using Brain Explorers lessons as examples we explore the practicality and feasibility of various learning assessments in outreach programs, begin to examine the impacts of participation in these programs on the medical school instructors and encourage others in the field to implement assessment of their programs.

Growing Project BioEYES: A Reflection on 20 Years of Developing and Replicating a K-12 Science Outreach Program.

Project BioEYES celebrated 20 years in K12 schools during the 2022-2023 school year. Using live zebrafish (Danio rerio) during week-long science experiments, sparks the interest of students and teachers from school districts, locally and globally. Over the past two decades, BioEYES has been replicated in different ways based on the interest and capacity of our partners. This article discusses several of the successful models, the common challenges, and how each BioEYES site has adopted guiding principles to help foster their success. The core principles of (a) reinforcing content that students are expected to learn in schools, while focusing on the students BECOMING scientists through hands-on experimentation and (b) establishing trust and buy-in from collaborating teachers and partners are what has led to BioEYES being sustained and replicated over the past two decades.

Science and Heritage Language Integrated Learning (SHLIL): Evidence of the effectiveness of an innovative science outreach program for migrant students

AbstractMigrant students tend to underperform in Science, Technology, Engineering, and Mathematics (STEM) subjects and are less likely to pursue higher education in STEM when compared with their nonmigrant peers. Given the substantial increase in migration, this disparity has been a central concern in science education in many European countries. The purpose of this study was to investigate the effectiveness of an innovative science outreach program that brings together migrant students and STEM professionals with the same linguistic and cultural backgrounds. The program consists of one‐off workshops that follow an inquiry‐based approach and include hands‐on activities and science communication in the students' heritage language. Using surveys with adapted scales and open‐ended questions, we applied a randomized block design with waitlist control groups and repeated measures. Eighty‐three Portuguese‐speaking migrant students aged 6–17 years participated in the workshops in Germany and the United Kingdom. Results indicate that both the students and STEM professionals evaluated the program positively and that students who participated in the workshops tended to demonstrate an increase in their attainment value for science and an increase in their self‐concept of ability for the heritage language 4 weeks after the intervention when compared with students in the control condition. These effects were particularly pronounced for students with low prior motivation to study science or speak the heritage language. Our results thus show that it is possible to foster migrant students' attainment value for science and increase their self‐concept of ability regarding the heritage language through a brief science outreach intervention.

Priming the future leaders for scientific and technological exploits: Zikas International School, Kaduna, Nigeria, welcomes PEAN for the Science Incubation Project

The Pharmafluence Education Advancement Network (PEAN), a Nigerian youth-led organization aimed at promoting access to quality education, organized a science outreach program for high school students dubbed Science Incubation Project (SIP) 1.0. The outreach event was sponsored by the Biochemical Society, UK, and had the participation of PEAN committee members, school staff, media reporters and 136 students. The objective of the outreach event was to ignite a passion for science among the students and improve their reading culture and mentorship and encourage a healthy lifestyle. The program involved two experiments: making DNA bracelets and the Dice Roll Choices game of epigenetics, which demonstrated the impact of lifestyle choices on genetic labelling.

Talk To A Scientist: a Framework for a Webinar-Based Outreach Program for Scientists to Engage with K-12 Students.

Science outreach programs that enable real-time interactions between scientists and school-aged children are known to positively impact learning gains and students' perceptions of scientists. To expand K-12 outreach by scientists, it is important to build structured outreach programs which offer scientists well-defined opportunities, while providing school students regular and diverse interactions. We describe Talk To A Scientist, a science outreach platform in India, where scientists use a webinar-based approach to share their research with K-12 students (6 to 16 years). Running weekly for nearly 3 years, Talk To A Scientist has hosted over 100 live interactions, with a wide reach to participants across the country. Here, we outline the framework used to build Talk To A Scientist and discuss key gains, considerations, and challenges in the development of the program. We also suggest potential adaptations with which this framework can serve as a guideline for the implementation of similar K-12 outreach programs across diverse country- and context-specific settings.

Experimenting at an outreach science lab versus at school—Differences in students' basic need satisfaction, intrinsic motivation, and flow experience

AbstractAll over the world, educational science outreach programs in which students can perform laboratory work have been developed. A common goal of these programs is to counteract students' decreasing motivation in STEM education. In Germany, several outreach science labs have been established over the last 20 years. It is assumed that the characteristics of these labs foster students' basic need satisfaction and qualities of motivation such as intrinsic motivation and flow. However, research in this field often lacks comparisons of motivation between the learning environments outreach science lab and school. Thus, the current study investigated students' perceived need satisfaction (relatedness, competence, and autonomy), intrinsic motivation, and flow experience during experimentation at an outreach science lab (n = 231) and at school (n = 203). We found that experimentation in the two different learning environments resulted in a comparable degree of perceived autonomy and intrinsic motivation. However, differences in perceived relatedness, competence, and flow experience were found in favor of the students who experimented at the lab. Thus, visiting outreach science labs is especially beneficial for students' perception of relatedness, effectiveness, and enjoyment during experimentation.

Exploring Collaborative Approaches to Indigenous Science Outreach Programs on Turtle Island: A Scoping Review

Introduction: Past and recent calls to action (e.g., Truth and Reconciliation Commission of Canada, 2015) call for inclusion of Indigenous Peoples, including residential school Survivors, in all stages/phases of program development and education. Objective(s): This scoping review identifies and maps the extent (i.e., level) of collaboration reported in published accounts of science outreach programming targeting Indigenous youth on Turtle Island (North America) between 2010 and 2022. Additionally, this review lists and describes program evaluation methods reported. Methods: Arksey and O’Malley’s (2005) scoping review methodology was applied. Education Resources Information Center (ERIC), Education Research Complete (ERC), Academic Search Premier (EBSCO), CBCA Complete (ProQuest), SocINDEX (EBSCO), Google Scholar, and Google were searched for science outreach programs targeting Indigenous youth on Turtle Island between 2010 and 2022. Each program’s process and methods were identified. A scoring schema was developed in collaboration with community members to map these data by extent of community collaboration (three categories; 0 = none, 1 = some, 2 = full). Results: In total, 20 programs were identified, and 12 (n = 12/20) programs met criteria for full collaboration during program development and implementation, while eight (n = 8/20) did not. Of the 12 programs, six (n = 6/20) programs reported collaborative evaluation. Diverse evaluation methods were reported and are described. Moreover, 15 (n = 15/20) programs were identified as taking place post 2015, with four (n = 4/15) being Canadian programs. Conclusions: A total of 20 STEM programs targeting Indigenous youth on Turtle Island were identified in this review. Although 60% of the programs reported collaboration during development and implementation of programming, only 30% collaborated with community during program evaluation. These findings are supportive of the need for ongoing education and research on collaboration with Indigenous communities at all stages of intervention/program development.

Student perspectives on creating a positive classroom dynamic: science education in prison

Detailed student perspectives on their involvement in prison education are limited in published literature, yet such contributions are invaluable to education practitioners wanting to create inclusive learning environments. This article focuses on the student experience of taking part in a science outreach programme teaching science in prison in England, which was designed to build confidence in students who face challenges in accessing education pathways. Here, former students share their experiences of the programme, as well as other education courses in prison, and offer guidance on best practices for those engaging in outreach or research with the prison population. In particular, their reflections highlight that by creating and maintaining an environment that is accessible, inclusive and relatable, students from all backgrounds are able to engage in course content, and overcome hidden barriers to accessing education. Furthermore, based on their lived experience, the students offer practical advice with regard to improving future access to education in prison. The aim of this article is to give a voice to students in prison about their education experience, highlighting which aspects of this outreach programme (and other education courses) were impactful for them.

Evaluating Changes in Experimentation, Critical Thinking, and Sense of Wonder in Participants of Science North’s In-School Outreach Programs

The aim of this study was to evaluate and report on the impact of an in-school science outreach program on children’s self-reported science knowledge, engagement, and skills through a case study of the Science North in-school outreach program “Mission to Mars.” A logic model method was used to outline the specific inputs, outputs, and measurable outcomes of the program. The program outcomes evaluated in this study were (1) experimentation skills, (2) critical thinking skills, and (3) sense of wonder. Results from pre-post surveys demonstrated that participants had increased program topic knowledge. Students self-reported positive emotions toward science more frequently following exposure to the program. Students’ sense of wonder toward science and toward space also increased post-program. This increase in positive emotion toward science could, in the short-term, increase student motivation toward science, which could lead to lasting interests in science in the long-term. Only a small number of students reported an increase in experimentation and critical thinking skills post-program. These skills take time to develop, and the single short-term program evaluated in this study may not have given students enough exposure to these skills for them to experience and show a noticeable change. The results of this study can provide informal science institutions like science centers with important insights into the potential learning impact of their in-school outreach programs, and can be used to improve current and future programs. Other organizations with in-school science outreach programs can benefit from using the methodology in this study to evaluate their programs, as this research includes a combination of innovative data collection methods such as concept maps to determine what students associate with the word “science,” and the use of an emoji scale to capture student emotions toward science. From a larger perspective, this study evaluating the impacts of in-school science outreach could demonstrate the potential benefits and outcomes of this unique area of informal learning, further solidifying the importance of incorporating these inquiry-based programs into classrooms.

Intensive, Short-Term Presenting With a Science Outreach Program Enhances Positive Science Attitudes and Interest in Lifelong Learning About Science

This study investigated impacts of intensive, short-term participation as a science outreach presenter on attitudes towards science and interest in lifelong learning about science. Participants included high school and university students who volunteered to assist as presenters over 1 week when Science Caravan—an extensive science outreach program in Thailand, run by the National Science Museum—visited their locality. This study employed mixed methods over two phases. Phase One involved three questionnaires. Two questionnaires were administered to current presenters (N = 690), pre-presenting (before training) and immediately post-presenting at 12 locations of the Science Caravan tour in 2017–2018. A third questionnaire collected data from previous, alumni presenters (n = 726). Phase Two involved interviews with current presenters (n = 19) and alumni presenters (n = 19). While presenters already had positive attitudes towards science, the brief but intensive experience of being a Science Caravan presenter enhanced science attitudes in four scales—with more positive attitudes about Self-concept in science, Value of science to society, and Future participation in science, and decreased Anxiety about science presenting. Participation had a greater impact of reducing anxiety in female presenters compared to male presenters. The experience of presenting with Science Caravan led to the development of more positive attitudes towards science and increased interest in lifelong learning activities regarding science, including presenters’ interest in science-related education. The increased interest in lifelong learning activities was correlated with positive attitudes about and self-efficacy in science. This study provides evidence that a short-term, intensive experience of science outreach can lead to increases in positive attitudes towards science and lifelong learning.

Design of a phenomenon‐based science outreach program and its effects on elementary students’ epistemological understanding of, and attitudes toward, science

AbstractThis study describes the design and implementation of a science outreach program (elementary; 2nd–5th) and its associated student outcomes. Key features of the program include: (a) phenomenon‐based, NGSS‐aligned curriculum designed by science education experts and influenced by educational, sociocultural, and cognitive science theories, (b) active engagement by elementary students in experimentation and exploration of a common phenomenon (2 per year, called modules) across multiple sessions (6–8 per module), (c) professional development (PD) provided to scientists (mentors) and teachers to supply classrooms with multiple (5–7) adult more knowledgeable others (AMKOs), and (d) close classroom interaction between elementary students and mentors, allowing for students to participate in evidence‐based sense‐making through whole‐class and small‐group discussions. We examined the effects of program participation on students’ epistemological understanding of science (EUS) and attitudes toward science, as well as surveyed teachers to determine how they felt the program affected students’ attitudes and EUS. Student measures indicated they developed a deeper understanding of the process of scientific knowledge generation and were more likely to report liking science more than less. Similarly, teachers’ self‐reports corroborated these results, as well as showed teachers thought the structure of the program effectively integrated mathematics and language arts.

High school students’ perceptions of science and scientists improve following university-based online DNA day

ABSTRACT High school students’ perceptions often do not capture the diversity and opportunity intrinsic within science. University outreach programmes represent an ideal opportunity to increase students’ exposure to diverse scientific fields and dismantle limiting perceptions. The authors examined the impact of a university-based science outreach programme to determine if high school students’ perceptions of science and scientists can change when participating in a single online DNA-focused event. Synchronous live video presentations introduced DNA-related STEM careers to virtual high school classrooms across the state of Florida. Immediately following the programme, students filled out a survey to retrospectively reflect on their thoughts before and after the presentation. Data from 161 students indicated the programme increased interest in science and engendered a more favourable perception of scientists. There were no significant differences in student experiences between different modules, suggesting the interaction was more critical to the changes in perception than content.

H2O Heroes: adding value to an environmental education outreach programme through intergenerational learning

H2O Heroes is an environmental education programme, which was piloted with primary school students aged 7–10 years in a rural community in Co. Cavan, Ireland. Environmental education is frequently aimed at children not just as an educational initiative but as a means of changing attitudes and behaviour. H2O Heroes brings children on a fun interactive 3 h classroom-based tour of a water catchment, focusing on the link between human activity and water quality. The goal of H2O Heroes is to inspire, inform and engage so that children become environmental ambassadors for water (H2O) protection and conservation. This study is centred on adding long-term value to a short-duration science outreach programme by looking at how its reach and ‘message’ can be transmitted to a wider audience through the ripple effect of intergenerational learning. This small-scale study employed a mixed-methods approach taking advantage of both quantitative and qualitative research tools. Targeted feedback from children, parents and caregivers demonstrated the effectiveness of the programme in promoting both environmental awareness and intergenerational learning. Findings indicate that participation in the H2O Heroes programme empowered children as agents of environmental change and successfully improved environmental awareness and effected behavioural change within their families.

Using Individualized Photobooks to Enhance 3- and 4-Year-Old Children’s Science Identity Through a Science Outreach Program

This paper describes how individualized photobooks were used to support 3- and 4-year-old children in demonstrating their science learning and developing their science identity through participation in a science outreach program. Photographic images stimulate children’s visual thinking and allow them to provide explanations of complex concepts using their language, thus supporting children at their level of understanding. Twenty child/parent dyads were video-recorded interacting with the exhibits during a Science Outreach program into Western Australian community playgroups. Screen shots from the video-recordings were used to develop individual printed photobooks for each child. One week after the program, the photobooks were used in a photo-elicitation conversation with the children (accompanied by their parents) about how the exhibits worked. Children took their photobooks home and 7 weeks after the program parents were interviewed about how the photobooks were used. The photobooks were found to assist the children in demonstrating their science understandings by providing a context for conversation and allowing the children to show their competence, use multiple forms of communication (verbal, non-verbal and through parent), and participate or withdraw on their terms. At home, the photobooks were found to be a focus for the children to share their knowledge of the Outreach program with family members, give the children a voice, and provide them with time to express their understandings. Having the child as narrator of his/her story and the adult as listener empowered the child’s sense of identity. The use of individualized photobooks was found to contribute to the development of the children’s identity and increase their agency in science and enhanced the parents’ perceptions of their children as young scientists.

Maximizing the impact of exposure to scientific role models: Testing an intervention to increase science identity among adolescent girls

AbstractA field experiment tested an intervention to maximize the impact of a science outreach program by encouraging early adolescent girls (N = 240, Mage =12) to adopt female role models. Girls participated in workshops led by female role models who were scientific experts in their field. Afterward, they were randomly assigned to choose and write about their favorite workshop leader or to write about the first workshop leader. We hypothesized that the intervention would benefit girls who chose and wrote about a favorite leader. However, girls in both conditions experienced significant increases in science identity. Girls demonstrated strong role model identification with the workshop leaders; moreover, role model identification was associated with increases in science identity. Girls in the chosen leader condition focused on her competence and supportiveness more than girls in the assigned leader condition. There was no difference in science identity between girls from well‐represented and underrepresented minority (URM) ethnic groups in scientific fields. URM girls, surprisingly, identified more with the workshop leader than well‐represented girls. Science workshops led by female role models with relevant expertise may facilitate science identification among early adolescent girls from diverse ethnic backgrounds.

Attitudes towards science among senior secondary students in Fiji

In order to investigate gender and ethnicity-based differences in scientific attitudes among Fijian students, the widely studied Test of Scientific Related Attitudes (TOSRA) was administered to 1401 senior secondary Fijian students (Years 11–13; approximately 15–18 years of age). Students generally had a positive attitude towards science overall in Years 11–13, with females showing a more positive attitude than males. By Year 13, the attitudes of females towards science had become more negative. The attitude of iTaukei students towards science started out lower than other ethnicities in Year 11 and increased during Year 12, before falling to below the starting attitude levels in Year 13. Fijian students of Indian descent generally had a positive attitude towards science that remained consistent throughout Years 11–13, with an increase in leisure and career interest in science in Year 13. A strong correlation was found between the ethnicity of a student and their first language. Continued science outreach programmes, particularly in Year 12, are important to achieve and retain scientific interest and attitudes among Fijian secondary students.

“CodePlus”—Measuring Short-Term Efficacy in a Non-Formal, All-Female CS Outreach Programme

The provision of all-female computer science outreach programmes is a common strategy used to foster greater interest in the subject for high school aged girls. Based on key factors that affect girls’ interest in computer science (CS), outreach programmes often share much in their approach. Nonetheless, there is criticism from a research perspective concerning how programmes evaluate their efficacy, and how the role of pedagogy is under-explored. This article describes the design of CodePlus, a non-formal CS outreach programme based in an Irish University, Trinity College Dublin, and the methods by which the programme is evaluated. This article aims to contribute to this area by reporting on a social constructivist pedagogical model for all-female CS outreach activities, evaluated with a structured research approach. The results from the large sample size ( n =856) are positive, with participants showing statistically significant changes in key attitudinal and intentional variables concerning girls’ interest in studying computer science.

Mixed methods single case study research (MMSCR): Challenges in WP evaluation

Evaluating widening participation (WP) interventions is complex. Early efforts at WP evaluation were criticised for lacking rigour. These criticisms were accompanied with suggested approaches to research, typically favouring randomised control trials. Yet these recommendations have, in turn, become the focus of much discussion and debate within the WP evaluation sector.<br/> This paper presents the use of a 'mixed methods single case study research' (MMSCR) study design to WP evaluation. It describes the work of a PhD researcher evaluating the school – university partnership science outreach programme between the Wohl Reach Out Lab at Imperial College London and a local secondary school.<br/> The article highlights potential challenges when using MMSCR, namely in ensuring internal validity and trustworthiness of the study. Solutions to these challenges are presented and the case is made for broadening what is seen as meaningful research in the sector.

Developing a science outreach program and promoting "PhUn" all year with rural K-12 students.

Demonstrating how science relates to human health is an important step for generating K-12 student interest in health-related careers. Science outreach is often performed in urban areas; however, ~20% of K-12 schools are in rural areas. Michigan Technological University is located in Michigan's upper peninsula, which accounts for 30% of the state's land mass but only 3% of the total population. Our goal was to create a science outreach program for reaching K-12 students in our rural region. We assembled a team of undergraduate and graduate students, staff, and faculty to implement science outreach with K-12 students. Specifically, we leveraged existing national and international science outreach events [Physiology Friday, Physiology Understanding (PhUn) Week, National Biomechanics Day] to offer hands-on physiology and biomechanics activities during the year. Between 2016 and 2019, we connected with 31 K-12 schools and impacted 327 elementary (19%), 351 middle school (21%), and 1,018 high school (60%) students (total impact 1,696). Over 90% of the outreach visits took place at the K-12 schools. The hands-on activities were delivered by more than 85 undergraduate and graduate students and 10 faculty. Together, the supportive culture and resources within the department (e.g., outreach coordinator, participation from students and faculty, grant funding) were key to developing the program. We recommend starting with a single outreach event, working as a team, and being flexible with K-12 schools. The program also provided service-learning and professional development opportunities for undergraduate and graduate students and faculty. Our robust science outreach program promoted "PhUn" all year-round with rural K-12 students.