Science Outreach Research Articles

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.

Motivational outcomes of the science outreach lab S'Cool LAB at CERN: A multilevel analysis

AbstractPrevious studies highlight the positive effects of science outreach labs, in particular on students' motivational variables. However, out‐of‐school learning is generally associated with high novelty and specific setting characteristics that can impact learning and development. Indeed, previous studies call for further research on students' perception of the learning settings to ensure the best possible use of science outreach labs. This study aims to take this call up by analyzing motivational outcomes (situational interest and self‐concept) together with an unprecedented number of carefully chosen student and setting factors supposed to contribute to students' experience at science outreach labs. This study involved 509 high‐school students from 13 countries who took part in a half‐day hands‐on session at the particle physics outreach lab S'Cool LAB at CERN and a single group longitudinal pre‐ and post‐test research design. The results confirm that this intervention led to very high situational interest and self‐concept, even for a student sample that showed higher‐than‐average dispositional interest and self‐concept beforehand. Moreover, the initial motivational gender gap was closed after the intervention. To take the nested data into account, multilevel models were employed to study the predictive power of a set of student factors as well as students' perception of setting factors. Here, even after controlling for student factors such as their dispositional interest, support by the learning environment and educators was a crucial setting factor and was associated with especially high situational interest. Furthermore, students' cognitive preparedness and cognitive load were vital with respect to their situational self‐concept. Overall, regression models account for almost 60% of the variance of both motivational outcomes. We conclude that a systematic measurement of student and setting factors together with a multilevel approach provides highly valuable information about science outreach labs and how to optimize their effectiveness.

Actively Participating in University-Sponsored Ecological Research Increases High School Students’ Knowledge of and Attitudes About Science

The Next Generation Science Standards call for students to “investigate the natural world through the processes of scientific inquiry.” Yet, it is rare for secondary students in the U.S. to engage in authentic scientific investigations of natural phenomena. The Columbia River Estuary Science Education and Outreach (CRESCENDO) Project was a 2-year (2016–2018) university-high school partnership between scientists and science education researchers from Washington State University (WSU) and science teachers and students from five public high schools located adjacent to the Columbia River Estuary (CRE). The teachers and students collaborated with WSU scientists on a rigorous ecological study of the CRE, which provided an opportunity to study how engaging students in authentic scientific research would impact their ecological knowledge and their attitudes toward environmental stewardship. Our study methods included online attitude surveys and knowledge assessments for all participating students, classroom observations, and semi-structured small group interviews with 3–5 students from each school at the end of each year of the project. We found that many students made significant gains in their ecological knowledge and understanding of scientific inquiry practices, demonstrating deeper understanding of the connections between local land use and water quality in the CRE, as well how nutrient concentrations vary seasonally and along the axis of the estuary. Students also showed enthusiasm for taking part in a “real” scientific research project, collaborating with university scientists, contributing “their” data to an investigative effort that extended beyond their own school, and the opportunity to get outdoors during science class. We identified five “key elements” of the CRESCENDO project that contributed to its success, and which would allow our model of a consistent, long-term (months) and immersive research experience for high school students to be transferrable to university-school partnerships across a range of size, location, research mission, and resource availability. Finally, this project also provided more evidence in support of place-based approaches for student learning, and the importance of immersing students in their environments where they can study the natural world by asking relevant questions and generating novel data about the science topics that matter to them.

A Framework for Effective Science Communication and Outreach Strategies and Dissemination of Research Findings for Marine Energy Projects

Marine energy is an emerging renewable energy industry with the potential to produce 2300 terawatt-hours per year from resources within the United States. As development and testing of marine energy devices advance, regulatory and permitting decision-makers are concerned about the uncertainty surrounding the potential environmental effects resulting from the introduction of these novel devices in coastal and riverine environments. The Triton Initiative researches and provides recommendations for environmental monitoring technologies and methods to inform industry stakeholders with the data necessary to permit the testing of marine energy systems. Effective dissemination of the research findings is essential for improving the accessibility of data to stakeholders who may use the results to inform policy decisions, yet few frameworks for conducting science communications for marine energy projects exist. In this paper, we present tools, channels, and tactics for developing a science communication framework for marine energy projects, or similar areas of study, using the Triton Initiative’s pilot science communication program as a case study. By leveraging existing bodies of work in disciplines such as communications theory, marketing, public relations, and social science, the presented framework includes audience identification and analysis; channel development, including a website, blog, newsletter, social media, and webinars and presentations; and metrics for determining success. Outcomes from one year of Triton’s case study are presented, including the most effective tactics and lessons learned.

Biochemical Society Science Communication Prize 2021

For over a decade, the Biochemical Society has looked to identify and celebrate outstanding science communication talent in molecular biosciences with an annual Science Communication Competition. In 2020, to mark the 10th anniversary of this scheme, the Biochemical Society renamed its Science Communication Competition as the ‘Biochemical Society Science Communication Prize’.The prize has always attracted an international portfolio of engaging and creative voices, and the 2021 edition was no exception. Entries had to be bioscience themed and aimed at the general public and were accepted as written pieces of up to 1500 words or in a media format – such as video or audio, 2–5 minutes long – across two categories: one open to foundation/undergraduate students and another to postgraduate students.The Biochemical Society and the prize judges were impressed with the number of very high standard entries, making competition for this year’s prize as fierce as in previous rounds. These entries were judged by a panel of four experts across science communication practice: Dr Heather Doran (Public Engagement Manager at the Leverhulme Centre for Forensic Science, University of Dundee, and Science Editor for The Biochemist), Dr Sorrel Bunting (Head of Communities and Engagement at Springer Nature Group), Dr Anthea Lacchia (freelance science writer and journalist, audio producer and science communicator) and Joe Burton (Education and Public Engagement Manager at the Linnean Society).The Society is pleased to celebrate the 2021 Biochemical Society Science Communication Prize winners, all of them video entries! The winners of each category receives a cash prize – £300 for the first prize, £200 for the second prize and £100 for the third prize – and access to a mentoring session with an experienced science communicator who can provide advice based on their own career experiences. This prize follows a continued recognition from the Biochemical Society of the importance of science communication and outreach practice and training, which includes the Scientific Outreach Grants and the Introduction to Public Engagement and Science Policy online course.The winning entries in the foundation/undergraduate category covered biomolecular topics as wide as painkillers and the answer to the age-old question ‘How much coffee is too much?’ Resorting to an impressive array of creative techniques, from digital to stop-motion animation, these videos showcased clear and engaging science with remarkable media mastery.The first prize in the foundation/undergraduate category went to Faye Singleton, a third-year undergraduate studying biomedical sciences at the University of York. On receiving the prize, Faye commented: “I've been making YouTube videos since I was 10 years old and have built my audience to 25,000 subscribers. I now focus my videos on all aspects of student life. I wanted to create a topic on something that could be useful to the general public. After some research I found a news article surrounding the adverse effects of Paracetamol. I felt the mechanism to how the drug works as well as the potential dangers of it, were not so commonly known within the general public. This was my gap! I decided to illustrate the complexity of this painkiller into an easy-to-understand narrative, hoping to inform my audience. I was over the moon to find I had received first place in this competition. I'm hoping to pursue a career in medical science communications and hopefully this is just the beginning!”The postgraduate category comprised another inspiring set of prize-winning videos. The first prize went to Madeleine Ball, a PhD student at the Department of Physiology, Development and Neuroscience at the University of Cambridge. On her prize-winning entry, Madeleine said: “I decided to make my video about the Sonic Hedgehog gene because I had heard about it before even going to university – it made me smile and realise that science wasn’t just about very serious academic pursuits, but that there was light-heartedness and a human-side behind scientific work also.”Madeleine also added: “I love science, and getting the chance to communicate what I’m so passionate about is something that I’ve always wanted to do – this competition was the first time I ever made any video, or piece of science communication aimed at the public and I’m thrilled it went so well! Winning this prize has motivated me to continue making science videos, and has reminded me that no matter where my scientific career may take me, I can embrace the human side of research and keep having fun with it.”The six winning entries can be viewed on the Science Communication Prize webpage hosted on Biochemical Society website.

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.

Living Conditions, Healthy Practice and State of Households of a Town Rural in Colombia

Objective: To determine the hygienic-sanitary conditions of rural houses in a municipality of the Colombian Caribbean zone to identify characteristics and socioeconomic conditions regarding public health. Method: A cross-sectional descriptive epidemiological study was carried out in 32 different dwellings in a rural municipality belonging to the department of Bolívar, located in the northern area of the Department of Bolívar, which, through the application of hygienic-sanitary inspections, sought to determine their current status against as indicated by sectoral and national policies that deal with public health. Within the population of 73,169 inhabitants according to DANE projections, representing 3.4% of the departmental population. The main motivation for the development of this project is based on the fact that almost half of the world's population lacks basic sanitation to protect their environment from human fecal contamination. Building a latrine is the first step on the sanitation ladder in developing countries where the majority of the population defecates in open or public areas. Public health programs to improve sanitation have consistently framed promotional messages in terms of preventing fecal-oral diseases and largely do not motivate changes in sanitation behavior. In this community there are at least 500 families residing for 18 years, with topographic difficulties, but with access to basic public services. Whereas the public health plan proposes projections to improve the health conditions of the population by focusing attention on the most vulnerable groups and applying a comprehensive care model based on the risk approach, continuous improvement of the quality of care and the promotion of participation and social control. Results: The deficiencies found in most of the homes are related to poor lighting elements, the appearance of structural failures and inappropriate habits for cleaning and waste management in general. The findings made in this project will be published in a scientific journal, a book chapter, and a scientific outreach event. Conclusions: Most of the anomalies found, both in houses and access roads, are of a structural nature, facilities, poor waste management and difficulties in the provision of drinking water next to the sectored toilet in green areas. It is very important to be trained and trained in good hygiene practices, deratization, and fumigation and to multiply the information in the younger population of the community about these practices.

Sugar in your diet: kino te pai! an evaluation of oral health science outreach and community impact

ABSTRACT This study evaluated the impact of a combined science outreach, oral health education and tooth brushing initiative introduced into a New Zealand Māori immersion primary school. Participants completed questionnaires on dental anxiety, oral health practices and dental knowledge before and after the intervention. Pre- and post-intervention responses were compared to determine if knowledge and outcomes had improved. Semi-structured interviews were conducted with six students 18 -months later to determine long term retention of information and subsequent oral health practices. Improvements in good oral hygiene habits and diet were observed in several areas. Interview participants comments showed that although students may be aware of recommended oral health practices, they will not necessarily implement them. A decline in the number of sugary drinks consumed daily was observed, alongside an increase in participants’ understanding of the effect of fluoride on teeth. Not all dental terminology and scientific knowledge was retained long term because of this initiative; however, improvements were observed when reinforcement of messages was delivered regularly throughout the duration of the study. Scientific outreach and dental initiatives need to be ongoing to ensure long term retention of information provided, and to encourage regular oral health practices.

Charles W. Machan.

The biggest challenge facing my generation of scientists is replacing 150 years of industrial chemistry with more efficient and environmentally friendly alternatives … My favorite science outreach activity is anything involving demonstration experiments …" Find out more about Charles Machan in his Introducing … Profile.

Charles W. Machan

Abstract The biggest challenge facing my generation of scientists is replacing 150 years of industrial chemistry with more efficient and environmentally friendly alternatives … My favorite science outreach activity is anything involving demonstration experiments …“ Find out more about Charles Machan in his Introducing … Profile.

Last Generation Solar Cells in Outer Space: A STEM Outreach Project with Middle and High School Students in Colombia

As part of an unprecedented collaborative outreach effort, we implemented an innovative STEM outreach project, where more than 80 middle and high school students from different traditionally underrepresented school districts in Colombia -with no previous knowledge on material science or photovoltaics- created Last Generation Solar Cells (LGSCs) that were part of several suborbital spaceflight missions. As a result, the students were able to contrast visual and instrumental data obtained from the solar cells and modules that were launched to space with similar samples that remained on earth to measure the degradation that occurs during spaceflight conditions. At the same time, the students that participated were able to cultivate their curiosity, strengthen their scientific skills and increase their interest in pursuing careers in STEM fields. These experiences were possible thanks to an extraordinary collaborative network between public and private entities and the use of project-based education as a powerful driver of development, especially for low-to-middle-income countries, such as Colombia. Here, we share our methodology for constructing photovoltaic devices in rural settings, and we show the progression and impact of this novel scientific outreach project.

Deploying augmented reality to help engage the public with palaeontological applications

Augmented reality (AR) has huge potential as a science outreach tool, especially around palaeontology where it is possible to bring extinct animals to life. This paper shares our experiences as academic geoscientists in developing a series of AR applications during a three-year period. We do not focus on the technical issues of app design and coding but on the lessons learnt during this time which may be of value to others, whether academics, event coordinators or museum curators interested in using digital technology to enhance user experience or convey educational messages. We identify eight issues that are worth keeping in mind when commissioning, developing, and deploying AR apps for use as a science communication tool. The issues are: (1) download barriers; (2) ageing novelty of AR; (3) the ‘stickiness’ of an app tends to be moment-locations specific; (4) maintenance of bespoke apps; (5) ‘boom and lapse’ cycles in funding; (6) difficulty of embedding educational content; (7) priority conflict between users and event organisers; and (8) the quality of the animation is key.

Career implications for college student mentors through their contribution to a climate film outreach program for adolescents

ABSTRACT Mentorship has been shown to have a positive influence on mentees but less research is available on the impacts for mentors, particularly those involved in science, technology, engineering, and math (STEM) outreach. As we work to enhance STEM engagement through outreach programs that include mentoring, understanding the impact on mentors that participate in these programs has implications for program design and offers new avenues for effective mentor engagement. This study explored the impacts of mentoring on undergraduate film and graduate science students who served as mentors in an outreach program for middle and high school youth. In this outreach program, a participant-centered mentorship model was implemented, with mentors supporting students in creating films about local climate change impacts in their communities. The focus was put on interdisciplinary work and the development of communication and relationship building in teams of students and their mentors. Data were collected from the mentors through surveys and interviews. As a result of their participation, mentors experienced professional and personal benefits, such as building teaching and communication skills, developing relationships and networking connections, and personal satisfaction. Several mentors reported high, positive impacts that resulted in changes to their career paths towards STEM education. Mentors who reported moderate or low levels of impact may have had past mentoring experiences that moderated the impact. Based on these findings, we suggest that mentor career and skill development is considered in the development of outreach programs and mentor training to enhance the impact on mentors and their engagement in STEM.

IYS Outeach through SPS Science Outreach Catalyst Kits (SOCKs)

Explore some of the outreach possibilities around the International Year of Sound through the 2021–2022 Society of Physics Student Science Outeach Catalyst Kit (SPS SOCK). SOCKs, are free to ASA and SPS chapters (while supplies last) and contain exploratory acoustic and physics activities that are specifically designed for undergraduate and graduate students to use in outreach presentations to elementary, middle and high school students. Through a grant from AIP, this year's SOCK kits come with a complete set of materials for students host an engaging and educationally effective outreach table aim at the general public and students alike. Explore the variety of ways we experience sound and music through several complete setups that are designed to expand a chapter’s outreach capabilities and become tried-and-true outreach activities. This years kits are designed for chapters just starting out or those who are demo pros. This SOCK was designed and implemented by the SPS National interns, ASA Staff, ASA volunteers, and the SPS National office staff. Come learn about this kit and how it can help your group get everyone excited about sound: www.spsnational.org/programs/outreach/science-outreach-catalyst-kits

Tailoring Our Approach in Response to the SARS-CoV-2 Pandemic and Transcending Science Outreach Modalities for Native American Students in a Cancer Research Education Program.

In response to the SARS-CoV-2 pandemic, a cancer research education program at the University of Nebraska Medical Center designed for Native American middle school, high school and undergraduate students adapted activities to be delivered online. There are considerable challenges to adapting in-person science programming to online delivery that can impact overall effectiveness. These challenges are further exacerbated when the cognate student population also faces significant disparities in health, wealth, and educational outcomes. We encountered both disadvantages and advantages in transitioning programming to online virtual formats. Challenges faced in delivering our programming during the pandemic included varied online accessibility, peripheral stressors, and disconnection to places and people. Despite these challenges, we found several benefits in remote delivery, some of which have alleviated barriers to program participation for Native American students. Some successes achieved by transitioning to fully remote programming included increased program reach, sustainability, and cultural relevancy. In this overview of the implementation of four online programs at the middle school, high school, and undergraduate levels, we highlight the challenges and successes experienced. Through this program description, we aim to provide insight into potential strategies to improve program delivery designed for Native American students during the SARS-CoV-2 pandemic and beyond.

Transferring Ethnopharmacological Results Back to Traditional Healers in Rural Indigenous Communities – The Ugandan Greater Mpigi Region Example

Abstract In ethnopharmacology, scientists often survey indigenous communities to identify and collect natural remedies such as medicinal plants that are yet to be investigated pharmacologically in a laboratory setting. The Nagoya Protocol provided international agreements on financial benefit sharing. However, what has yet only been poorly defined in these agreements are the non-financial benefits for local intellectual property right owners, such as traditional healers who originally provided the respective ethnomedicinal information. Unfortunately, ethnopharmacologists still rarely return to local communities. In this video article, the authors present a method for transferring results back to traditional healers in rural indigenous communities, taking the authors’ previous studies among 39 traditional healers in Uganda as an example. The authors’ approach is based on a two-day workshop, and the results are presented as original footage in the video article. The authors’ work demonstrated a successful method for ensuring bidirectional benefit and communication while fostering future scientific and community-work collaborations. The authors believe it is the moral duty of ethnopharmacologists to contribute to knowledge transfer and feedback once a study is completed. The workshop method, as an example for science outreach, might also be regarded as a valuable contribution to research on education theory and science communication.

Retrospective analysis of a STEM outreach event reveals positive influences on student attitudes toward STEM careers but not scientific methodology.

Substantial, involved, and expensive efforts to promote the dissemination of scientific knowledge and career interest in Science, Technology, Engineering, and Mathematics (STEM) are enthusiastically supported by many scientific, federal, and local organizations. The articulated underlying goals for these efforts include an enhanced public understanding of science and science-related policy, an increased diversity in STEM careers, and an increase in the future STEM workforce. This effort is primarily driven by an underperformance of the United States that includes poor test performance and limited number of students pursuing STEM degrees. Despite this investment, attitudes toward STEM have not notably changed. The goal of this project was to determine students' attitudes toward STEM in response to a previously established scientific outreach event. This event was used to address three common goals in STEM outreach: STEM literacy, diversity and inclusion, and career preparedness. We found there was a notable difference in the attitudes toward scientific activities and interest in pursuing a "Science Career" after participation in this event. Strikingly, interest in hypothesis development, the keystone of all STEM disciplines, was the least liked of all the activities offered during the event. Our data suggest that events designed to enhance interest in pursuing a STEM career may benefit from different elements compared with events designed to increase understanding of STEM literacy concepts, such as hypothesis development.

Lilac Amirav

Lilac Amirav

Lilac Amirav.

"I am waiting for the day when someone will discover how to make those flying cars we were promised … My favorite science outreach activity is working with young kids. They have pure unbiased curiosity and chemistry seems to them like magic." Find out more about Lilac Amirav in her Introducing … Profile.

Using Wikipedia to teach scholarly peer review

This paper outlines a creative Wikipedia-based project developed by the University of Kansas (KU) Libraries and the KU Biology Department. Inspired by the tenets of open pedagogy, the purpose of this project is to use Wikipedia as a way for students to learn about the scholarly peer review process while also producing material that can be shared and used by the world outside the classroom. The paper is divided into three sections, with the first summarizing pertinent related literature related to the paper’s topic. From here, the paper describes the proposed assignment, detailing a process wherein students write new articles for the encyclopedia which are then anonymously peer reviewed by other students in the class; when articles are deemed acceptable, they are published via Wikipedia. The parallels between this project and academic peer review are emphasized throughout. The paper closes by discussing the importance of this project, arguing that it fills a known scholarly need, actively produces knowledge, furthers the aims of the open access movement, and furthers scientific outreach initiatives.