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On the Internet, Quantum Mechanics is an area of physics that is shrouded in misinterpretations. In this scenario, scientific outreach may serve as an instrument for disseminating scientific knowledge. Especially in this context, it is important that people's learning encompasses more than the meanings of concepts and laws, involving aspects related to the 'why' and 'for what purpose' the knowledge was and is constructed. We consider these aspects as components of the sense, the connotative and subjective dimension of conceptual learning which encompasses a positioning of an individual towards a concept and its relevance in the physics framework. Motivated by this, in the present study, we investigated the senses ascribed to the concept of wave–particle duality (WPD) by 121 participants in a two-day (five-hour) science outreach minicourse in the double-slit experiment. Drawing on the ideas of Franco et al (2023, Cadernos de Pesquisa do Programa de Pós-graduação em Ensino de Física da UFRGS (Research Notebooks from the Postgraduate Program in Physics Teaching at UFRGS), Pimenta Cultural Editors S/A), we posit sensemaking as a type of cognitive effort to overcome a situation, viewed as a self-regulatory phenomenon wherein individuals self-observe, self-evaluate, and self-react to the situation to achieve a certain goal. In addition to identifying the senses attributed to the concept of WPD, we assessed the relationships between these senses and participants' performance in a standardized test of this concept, as well as their educational background and field of study. Data were collected using questionnaires answered before and at the end of the course. The senses ascribed to the concept of WPD were investigated through similarity and cluster analysis based on responses to essay questions. The relationships among these senses, questionnaire performance, and educational background were evaluated using non-parametric statistical tests. We infer two senses attributed to wave–particle duality: (1) WPD is a basic and fundamental concept that impacts the way we comprehend the essence of nature, and (2) WPD is a very advanced concept restricted to the field of Quantum Mechanics. A statistically significant correlation (0.26 was identified between the senses attributed and participants' performance on the standardized test, suggesting that the sense ascribed to a concept and performance in questions requiring its mobilization are overlapping elements but constitute two distinct dimensions of learning that need to be assessed simultaneously. [ABSTRACT FROM AUTHOR]

Few studies have explored how science communication projects are evaluated and what impact they have. This study aims to fill this gap by analyzing the results of science communication projects carried out by academics. Drawing on the theory of change and evaluation models, possible results of science communication projects are conceptually distinguished at the levels of outputs, outcomes, and impacts. The study draws on a dataset of 128 science communication projects funded by the Swiss National Science Foundation from 2012 to 2022. Quantitative content analysis reveals few rigorous evaluation designs and a focus on reporting outputs, while outcomes and societal impacts are often neglected. [ABSTRACT FROM AUTHOR]

This systematic review investigated the literature between 1990—2021 to identify trends regarding science, technology, engineering, and math (STEM) scientists conducting K-12 outreach. The review identified 50 publications that reflected the scholarship on scientist-led K-12 outreach. This includes literature on the effective strategies regarding scientists' outreach efforts and how scientist-teacher partnerships could be improved for more meaningful and impactful K-12 outreach. In addition to best practice recommendations, this review revealed patterns in outreach participants and barriers to effective scientist-teacher partnerships. The results of this study suggest that there is a need for more rigorous and published scholarship on scientist-led K-12 outreach so that scientists and K-12 stakeholders can better understand the best practices and barriers related to outreach. Additionally, the review calls for better integration of the perspectives of educators into educational outreach activities from the onset of outreach. These strategies may lead to more valuable scientist-led K-12 outreach programs that more effectively broaden participation in STEM, a major goal of broader impact activities. [ABSTRACT FROM AUTHOR]

Characterizing who participates in and contributes to science communication efforts can extend our understanding of the science education ecosystem, including giving insight into what kinds of communication works for whom and under what conditions. We describe methods for characterizing an online, scientific affinity space using @TimeScavengers as our exemplar. @TimeScavengers is an educational and science communication effort centered on geosciences, and uses varied online platforms, including Twitter (now known as X). We applied an established framework to describe members who connected with @TimeScavengers’ Twitter (n = 1113) and analyzed data (e.g. tweets, replies, mentions, and re-tweets) (n = 6538) collected from the community for an annual cycle of activity (January 2020–2021) via social network analysis, topic modeling, and diversity indices. Social network analysis showed a highly dispersed network with scientists in control of information flow. Topic modeling of tweets with original content (n = 855) generated six topics related to collaboration, connection, and scientific outreach. Application of diversity indices indicated that scientists and education and outreach members were most prevalent across topics. Using these methods uncovers deeper understanding of the community and interactions within the space, which can lead to the development of better science communication efforts in the digital realm.

The Joint Safety Team (JST) of the University of Minnesota Twin Cities is a well-established researcher-led safety team that recently developed a new Community Connections Committee (CCC) to build on its history of collaboration with other student-led Lab Safety Teams (LSTs) around the country. The CCC aims to engage with the larger scientific community by connecting with high school science instructors, early stage researchers at primarily undergraduate institutions (PUIs), and local chemical industries. As part of its early work, the CCC developed a safety workshop for high school chemistry teachers to help them identify and address common safety issues. Participants are introduced to fundamental safety concepts and new tools to understand and address safety concerns through classroom lectures and hands-on laboratories, all aimed at improving safety in their classrooms. Through an ongoing exchange of experiences and resources with PUIs, the CCC helped undergraduate students and faculty create an independent and resourceful student safety team that has engaged students in safety accountability, fostered leadership, and influenced safety practices at the PUI. Finally, this work discusses the collaboration between the CCC and industry partners that focuses on informing University of Minnesota graduate students of the safety standards of the industry so that they can best prepare themselves to be desirable hires and therefore benefit industries. Overall, the CCC is a powerful tool to expand the JST's positive impacts to the broader chemistry community, helping pass on the JST's safety practices to PUIs and high schools while also learning of industrial safety standards. [ABSTRACT FROM AUTHOR]

Migrant 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. [ABSTRACT FROM AUTHOR]

Highly pathogenic avian influenza viruses of the H5N1 clade 2.3.4.4b were detected in North America in the winter of 2021/2022. These viruses have spread across the Americas, causing morbidity and mortality in both wild and domestic birds as well as some mammalian species, including cattle. Many surveillance programs for wildlife as well as commercial poultry operations have detected these viruses. In this study, we conducted surveillance of avian species in the urban environment in New York City. We detected highly pathogenic H5N1 viruses in six samples from four different bird species and performed whole-genome sequencing. Sequencing analysis showed the presence of multiple different genotypes. Our work highlights that the interface between animals and humans that may give rise to zoonotic infections or even pandemics is not limited to rural environments and commercial poultry operations but extends into the heart of our urban centers. IMPORTANCE While surveillance programs for avian influenza viruses are often focused on migratory routes and their associated stop-over locations or commercial poultry operations, many bird species—including migratory birds—frequent or live in urban green spaces and wetlands. This brings them into contact with a highly dense population of humans and pets, providing an extensive urban animal–human interface in which the general public may have little awareness of circulating infectious diseases. This study focuses on virus surveillance of this interface, combined with culturally responsive science education and community outreach. [ABSTRACT FROM AUTHOR]

Community science models that complement formal scientific investigations are valuable tools for addressing gaps in knowledge and engaging the community. Freshwater quality monitoring and vulnerability assessment, for example, are essential for conserving freshwater ecosystems, but often suffer from limited resources. While municipal programs focus on priority areas, community based models can improve overall coverage both spatially and temporally. As an example of how community science initiatives centered on freshwater ecosystems enhance monitoring capacity, we present the case of the Young Naturalists Club (YNC) in Nova Scotia, Canada. The YNC’s Nature Guardians program involves youth aged 10–14 in water monitoring, restoration, and outreach activities within Shubie Park, in Dartmouth, Nova Scotia. Between 2018 and 2021 the Nature Guardians collected water monitoring data at multiple park locations, and shared findings with city authorities and the Atlantic Water Network. In response to high bacteria counts, and concerns over nutrient influxes, the group’s 2021–2023 restoration efforts have aimed to improve water quality, focusing on native plantings and outreach signage. This type of community-based monitoring offers several advantages, including local site selection based on community concerns, the potential for low-cost long-term monitoring, and community engagement. While a community-based monitoring model presents certain challenges including data standardization and verification, it offers a broader reach and can produce high-quality data when appropriat protocols are followed. This case underscores the potential of a community-based water quality monitoring approach and highlights the potential for community science to augment existing assessment structures, ultimately contributing to more resilient and sustainable freshwater ecosystems. [ABSTRACT FROM AUTHOR]

For five years now, Merck KGaA, Darmstadt, Germany has hosted The Compound Challenge—a global retrosynthesis competition. When the event kicked off in 2018 on the occasion of the 350th anniversary of the company, no one could have predicted the path it would take—from a novel competition to a pivotal event within the synthetic chemistry community. But what makes the Compound Challenge tick and what drives its popularity? And, more importantly, what lessons can be taken from the Compound Challenge and applied to other challenges in scientific education and outreach? In this Viewpoint Article we will tell the story of the Compound Challenge, from its inception to its current status. Through examining feedback following each of its iterations, we begin to define what makes an open innovation challenge so compelling. It is our hope that educators, leaders, and innovators will be able to learn from our successes as well as our mistakes and apply these lessons to their future outreach activities. [ABSTRACT FROM AUTHOR]

Music has the ability to captivate and engage people from all walks of life and in a wide range of situations. Music psychologists seek to understand the various psychological processes that are involved in music listening and making, including perception, cognition, motor skills, and emotion. In recent years, music psychology researchers have begun to collect data in real-life settings, such as concerts of live music. This approach offers a unique opportunity to connect with a wide variety of participants and at the same time gain insights that may not be available in laboratory settings. In this Letter to the Editor, we report on the novel format of an outreach activity called the Golden Ear Challenge that introduces a gamified component and thus unifies concert research and science communication. First organized at the University of Oldenburg in October 2022, the activity uses this format to demonstrate the approaches and methods of music psychology in an accessible and engaging way. By providing accessible and informative content, it aims to inspire people from various backgrounds to learn more about science and, in particular, the fascinating field of music psychology. [ABSTRACT FROM AUTHOR]

IntroductionHistorically, astronomy has prioritized visuals to present information, with scientists and communicators overlooking the critical need to communicate astrophysics with blind or low-vision audiences and provide novel channels for sighted audiences to process scientific information.MethodsThis study sonified NASA data of three astronomical objects presented as aural visualizations, then surveyed blind or low-vision and sighted individuals to elicit feedback on the experience of these pieces as it relates to enjoyment, education, and trust of the scientific data.ResultsData analyses from 3,184 sighted or blind or low-vision survey participants yielded significant self-reported learning gains and positive experiential responses.DiscussionResults showed that astrophysical data engaging multiple senses could establish additional avenues of trust, increase access, and promote awareness of accessibility in sighted and blind or low-vision communities.

In a scenario characterized by widespread misinformation and escalating assaults on scientific communities, science communication assumes an increasingly vital role. Within the realm of Physics, for instance, concepts from Quantum Mechanics propagate across the internet in a thoroughly distorted manner, entangled with misconceptions and driven by financial interests devoid of any tether to the scientific formulation of the theory. In an effort to counteract this landscape, the present study aims to assess the impact of a science communication course (five hours in duration) on the declarative knowledge of individuals with varying levels of physics education (basic education, undergraduate, and postgraduate) concerning the wave-particle duality and the double-slit experiment. To this end, an instrument was devised and utilized as both a pre-test and a post-test, which underwent content, concurrent, and reliability validation (Cronbach's alpha = 0.8). The data were analyzed using non-parametric tests, conducted within the RStudio platform. The findings suggest that, although there exists a discrepancy in the number of correct responses between the basic education group and the other educational levels, when measuring learning through normalized gain, there is no statistically significant difference among the groups. On average, participants acquired over 60% of the knowledge they were tasked to learn. [ABSTRACT FROM AUTHOR]

In this study, we present the profile of science outreach actions conducted at the University for International Integration of the Afro-Brazilian Lusophony (UNILAB). We analyzed qualitative and quantitative data sourced from the Pro-Rectorate for Science Outreach, Arts and Cultures of the institution, based on two documents published in 2021 and 2022. Thus, we explore key parameters and references essential to science outreach in Brazil, situating the analysis within the current context of Brazilian higher education institutions, focusing on their academic and social relevance, as well as potentials and challenges encountered. We then identified and analyzed science outreach actions, taking into consideration thematic areas, registered and carried out actions, collaborations with academic units, engagements with civil and political agents, alignment with sustainable development objectives, methods of registration and assessment and project-specific needs. Finally, we present the main synthetic-analytical results derived from this investigation. [ABSTRACT FROM AUTHOR]

Maintaining and restoring freshwater ecosystem services in the face of local and global change requires adaptive research that effectively engages stakeholders. However, there is a lack of understanding and consensus in the research community regarding where, when, and which stakeholders should be engaged and what kind of researcher should do the engaging (e.g., physical, ecological, or social scientists). This paper explores stakeholder engagement across a developing network of aquatic research sites in North and South America with wide ranging cultural norms, social values, resource management paradigms, and eco-physical conditions. With seven sites in six countries, we found different degrees of engagement were explained by differences in the interests of the stakeholders given the history and perceived urgency of water resource problems as well as differences in the capacities of the site teams to effectively engage given their expertise and resources. We categorized engagement activities and applied Hurlbert and Gupta's split ladder of participation to better understand site differences and distill lessons learned for planning comparative socio-hydrological research and systematic evaluations of the effectiveness of stakeholder engagement approaches. We recommend research networks practice deliberate engagement of stakeholders that adaptively accounts for variations and changes in local socio-hydrologic conditions. This, in turn, requires further efforts to foster the development of well-integrated research teams that attract and retain researchers from multiple social science disciplines and enable training on effective engagement strategies for diverse conditions.

In the Anthropocene, scientists have an imperative to prioritize the sharing of scientific knowledge as a fundamental responsibility in fostering collective action. Scientific names are essential in communicating biodiversity, and to maximize their impact, they need to be consistently labeled across all organisms and made accessible to diverse audiences. In our study, we examined the etymological and temporal patterns in naming practices of rotifers and microcrustaceans (cladocerans and copepods). By analyzing a dataset comprising 992 species present in Brazil, but described worldwide since the eighteenth century, we identified various factors influencing specific epithets, including morphology, ecology, behavior, geography, and cultural references, as well as names honoring notable individuals. Our findings revealed that while morphology was the primary basis for etymology (62.1%) in naming rotifers, cladocerans, and copepods, its relative importance has decreased over time. We observed a significant increase in etymologies related to geography and the recognition of influential scientists in the field. Furthermore, our study unveiled a gender bias, with male scientists being more frequently honored with species names (86.4%). In addition to acknowledging the contributions made by taxonomists studying these groups, our study offers valuable insights intended to stimulate reflections on the significance of naming practices in biodiversity research and communication, in line with current social-ecological needs. [ABSTRACT FROM AUTHOR]

The Amazon represents the world's greatest biodiversity and covers different countries in South America, including Brazil with the largest area. The interaction between the resident population of this area and its ecosystem is responsible for an intense exposure to venomous animals, which are considered an important health issue in the region. Therefore, the 1st International Symposium on Research in Venomous Animals, held from 2 May to 5 May 2023 in the city of Manaus in the state of Amazonas in Brazil, aimed to address animal envenomation aspects in the Brazilian Amazon and the exchange of ideas and knowledge between research groups from around the world. The event was attended by graduate students as well as renowned researchers from the Americas, Europe, and Asia. The event presented a multidisciplinary and translational approach in the area of toxinology, including themes such as clinical envenomation (clinical management, pathophysiology, and public policy strategies), preclinical studies, biological aspects of venomous animals' venoms (venom composition/variation and geographical distribution), interdisciplinary studies on health anthropology and economics, and bioprospecting aspects (toxins with therapeutic and/or technological potential). [ABSTRACT FROM AUTHOR]

Lectures on science and technology constitute one of the most noteworthy activities used to promote STEM-related degrees (Science, Technology, Engineering and Mathematics). This research seeks to identify the factors that pose an obstacle to promoting science and engineering via scientific and technical lectures to secondary school students, as well as their positive aspects, based on the experiences of teaching staff who conduct such lectures. An exploratory study consisting of 16 interviews was conducted with lecturers of different ages, qualifications and academic profiles at the University of Castilla-La Mancha (UCLM). The software ATLAS.ti was used to perform the qualitative analysis. The results of the interviews reveal obstacles related to secondary schools, the speakers, and the university environment, mainly focusing on organisational aspects. Similarly, positive aspects have been found with regard to students, speakers, the University and society in general, all of which are geared towards promoting these studies and communicating scientific knowledge. The main conclusion drawn from this study is that science and technology lectures may be a good outreach tool, but they require greater organisational and institutional support. [ABSTRACT FROM AUTHOR]

Public engagement with science and science outreach initiatives have intensified their efforts to prioritize inclusivity and diversity as main core features. In this work, we describe a European-wide science engagement program designed to promote scientific literacy and multilingualism. The program consists of small-group, in-person interventions that foster interactions between scientists and school students from the same migrant community through workshops, delivered in a shared heritage language. Through an exploratory qualitative analysis of open-ended surveys, we analyzed the motivations, expectations and outcomes of scientists enrolled as coordinators in the program. We observed that the scientists coordinating the program have two major sets of motivations to participate: societal motives and personal motives. Furthermore, our results indicate a strong alignment between scientists' expectations and outcomes, in particular regarding the attainment of transferable skills, networking and personal fulfillment. We also explored in more depth the category of personal fulfillment as a motivation, expectation and outcome, leading us to identify the in-person feature of the workshops, as well as the shared characteristics of scientists and audience, as potential engagement factors to be explored in future research. We argue that the concept of embodied narratives, where scientists serve as visible living proof of achievement to a particular audience, can help frame this research.

Sailing on scientific expeditions as an early career researcher (ECR) offers the beneficial opportunity to gain field experience and training. However, the number of available berths to achieve the scientific goals of an expedition limits the number of onboard participants. Telepresence and remote learning can be utilized to increase the number of active participants, broadening the reach of capacity development. The 2021 iMirabilis2 expedition on board the Spanish Research Vessel Sarmiento de Gamboa used telepresence to virtually involve ECRs from several countries in deep-sea science. One year post-expedition, a survey of onshore participants was conducted to assess and quantify the effectiveness of the peer-to-peer ECR ship-to-shore scheme. During the expedition, live, interactive training via WhatsApp and Zoom was utilized by onshore ECRs more than traditional static, unidirectional methods of blog posts and pre-recorded videos. All respondents either agreed or strongly agreed that the scheme provided an inclusive and accessible platform to share deep-sea science. These results suggest similar schemes could be used to supplement shorter-duration at-sea-training, used prior to a seagoing experience to better prepare ECRs, or to allow members of the science community unable to join an expedition in person to actively participate remotely, increasing inclusivity. [ABSTRACT FROM AUTHOR]

Summary: Informal learning settings such as museums provide unique opportunities for educating a local community about sleep. However, in such settings, information must be capable of immediately inciting interest. We developed a series of sleep "icebreakers" (brief, informal facts) to determine whether they elicited interest in sleep and encouraged behavioural change. There were 859 participants across three cross‐sectional samples: (a) members of the local museum; (b) Mechanical Turk workers who responded to a "sleep" study advertisement; and (c) Mechanical Turk workers who responded to a "various topics" study advertisement that did not mention sleep. All three samples demonstrated high interest in sleep topics, though delayed recall of the icebreakers was strongest in participants who expected to learn about the sleep topics. Icebreaker interest ratings were independent of age, gender and race/ethnicity, suggesting that sleep is a topic of universal interest. Importantly, regardless of demographics and sample, the more the icebreakers interested the participants, the more likely participants were to indicate willingness to donate to a sleep exhibit, change their sleep behaviours, and post to social media. Thus, sleep icebreakers can rapidly elicit people's interest, and future outreach efforts should couple icebreakers with opportunities for subsequent personalized learning. [ABSTRACT FROM AUTHOR]

Increased recognition of the need to study child development outside of research labs in naturalistic contexts has led to the formation of partnerships between researchers and museums. Researcher–museum partnerships provide researchers access to families and naturalistic contexts in museums to study learning and social development. Although benefits for researchers are well established, benefits for the museum and museum visitors are less clear. To investigate the potential benefits of research exhibits for museum visitors, we compared the impacts of a research toy exhibit and permanent museum exhibits on parents and caregivers attending a children's museum. Although caregivers reported that their children had less fun at the research exhibit, caregivers learned more at the research exhibit and reported that the research exhibit raised more questions and had greater relevance to them compared with permanent exhibits. Caregivers who visited research exhibits were also more likely to be reminded of and to apply ideas from the exhibit to their daily life compared to those who visited permanent exhibits. Our findings support the unique benefits of research exhibits for caregivers and indicate a need to showcase potential learning opportunities for visitors in future researcher–museum partnerships. [ABSTRACT FROM AUTHOR]

ABSTRACT Science literacy has many personal and societal benefits that allows for better informed decision-making. Although the importance of science literacy is recognized globally, there are many challenges associated with its promotion. Scientists are more frequently engaging with nonscientific audiences through public outreach activities and with increasing support from institutions and professional societies. This is especially true regarding microbiologists and other related professionals since the start of the global 2019 coronavirus disease pandemic heightened the need to convey novel and rapidly evolving scientific information to lay audiences. The means by which professionals engage with these audiences affect the efficacy of the relay of scientific information. One method of engagement is the “ambassador approach,” which aims to establish dialogue among different groups of people and scientists. In this perspective article, we discuss this approach, highlighting activities for the promotion of science literacy organized by the American Society for Microbiology Ambassador Program and similar programs of other scientific societies. We discuss the benefits and challenges of implementing an ambassador approach, propose potential improvements that could be made to existing programs promoting science literacy, and ultimately advocate for increased implementation of science ambassador programs.

ABSTRACT 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.

Our multiple case study addresses the lack of opportunities many people have developing positive identification with STEM (science, technology, engineering, math) fields by investigating STEM identity authoring in three intergenerational collaborative partnerships. Adult and teen partners participated in two-day workshops learning conservation science and geospatial technologies to design and implement community projects. Our research examined how the design and implementation of intergenerational projects provided opportunities to: (1) demonstrate competence in STEM knowledge and understandings, (2) participate in performances of STEM practices, and (3) be recognized for competence and performances in STEM fields. Qualitative methods were used throughout. Data consisted of field observations followed by separate semi-structured interviews with each partner. Artifacts such as presentation posters, online maps and websites, educational materials (e.g., pamphlets and booklets), email, and forum posts were used as secondary data sources. We found STEM identities were promoted in intergenerational collaborative partnerships when personal resources and conservation science competences and performances were positively recognized by meaningful others. Our findings inform how informal STEM education programs can foster positive identification with STEM fields that may lead to increased participation in STEM pursuits across the lifespan, and likely have similar implications for formal STEM learning as well. [ABSTRACT FROM AUTHOR]

Foldscopes are ultra-low-cost paper microscopes invented by Manu Prakash and Jim Cybulski at Stanford University. They are about as light as a pencil and waterproof, all whilst offering similar optic quality to traditional microscopes. Foldscopes do not require electricity or glass slides to be used, which increases the possibilities of their use in education and outreach activities with children or people with disabilities. In 2019, thanks to a material grant of 100 foldscopes from One World Science and additional purchased foldscopes, I designed and implemented a science workshop called Exploradores del Microcosmos , or Explorers of Microcosmos in English. The aim of the workshop was to help make microscopy more accessible, in particular at underfunded schools, and stimulate active learning about ecosystems and evolution in the participants. Within this article, I describe the workshop and relay my personal insights and reflections on its execution across multiple schools and groups in Mexico. [ABSTRACT FROM AUTHOR]

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Outreach activities might facilitate researchers' boundary crossing not only between science and society but also between disciplines. This offers opportunities for learning and reflection on the individual and the organizational level, resulting in what we call retroactive effects. We questioned N = 75 researchers of two interdisciplinary research programs. Researchers reported positive retroactive effects on their enjoyment of and skills for engaging in outreach activities (OA) and partly agreed that OA had benefited interdisciplinary communication and networking within the research program. However, doctoral researchers were hesitant toward public engagement, compared with postdoctoral researchers and professors. This research allows implications for fostering the role of researchers in institutional communication efforts. [ABSTRACT FROM AUTHOR]

Societal Impact Statement Mycorrhizal associations are acknowledged as key components of global ecosystem functioning. This is especially relevant in the context of global change, since they contribute to the amelioration of adverse soil conditions and play crucial roles in agriculture. Generally speaking, the lay public is uninformed on the importance of mycorrhizal fungi and symbiosis to our planet. Therefore, mycorrhizal scientific outreach activities are of paramount importance in order to bridge the aforementioned gap. We think that informing people about the benefits of mycorrhizal fungi and symbiosis in the face of global change, will raise general awareness of relevant research and aid conservation efforts. Summary Science outreach has become a particularly important duty in shortening the knowledge gap between scientists and the public, in order to strengthen societal decision‐making power in the global change crisis. Mycorrhizal fungi and mycorrhizal symbioses are key components of terrestrial ecosystems that contribute significantly to endure and reduce certain negative global change effects. Their importance has been gaining recognition in academic circles, but not among the general public. The aim of this article is to encourage as many mycorrhizal fungi researchers around the world as possible to build, through science outreach, a bridge between their scientific work and public interest. To this end, we conducted a review and discussed the relationship between global change and the mycorrhizal symbiosis. We highlight potential audiences, tools, resources, activities, outreach models, pros and cons, as well as the quantification potential for the outreach activities success. We extend an invitation to all mycorrhizologists around the world to contribute with mycorrhizal outreach material. Contributions will become available on the South American Mycorrhizal Research Network website for individuals or organizations interested in starting or innovating in mycorrhizal science outreach activities. Finally, the hashtag #mycorrhizalscienceoutreach is proposed to be used whenever a mycorrhizal fungi‐related science outreach activity is shared in social media.

The FjordPhyto Citizen Science project is designed to engage the International Association of Antarctic Tour Operators and their Guests in hands-on science as they journey along the fjords of the west Antarctic Peninsula. The Antarctic Peninsula is one of the fastest warming regions in the world. Melting glaciers bring an influx of freshwater and nutrients into the fjords potentially altering the biology at the phytoplankton level. Phytoplankton play a critical role in regulating the atmosphere, drawing carbon dioxide into the ocean and producing over half the Earth’s oxygen. These microscopic drifting plants make up the foundation of the food system supporting whales, seals, and penguins. FjordPhyto aims to understand how glacial meltwater impacts phytoplankton communities among various fjords throughout the austral summer. Visitors will collect phytoplankton samples and photograph images using simple-to-operate tools. Equipment and educational material will be provided by the FjordPhyto research team as outlined in this Capstone Project. Citizen Science is a powerful tool bringing travelers and scientists together to answer critical science questions. FjordPhyto provides a fun and easy way to involve visitors in the legacy of research in Antarctica, while providing scientists with data that greatly expands the current knowledge of Antarctic fjord ecosystems.

Science outreach is key to closing the gap between science and society. However, it often fails to reach those who feel excluded from science or are dismissive of it. By sharing our experience at Native Scientist, we demonstrate how outreach activities can help improve equity, diversity, and inclusion (EDI). [ABSTRACT FROM AUTHOR]

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Research on science outreach activities is often located in the interface between science communication and science education. The transferability of aims and objectives of one research field to the other offers great potential. The widely recognized aim of 'trust in science' in science communication is still less discussed in science education. However, when teaching emotive scientific topics such as climate change, vaccines or genetic engineering, students' trust in science is of great importance. This paper presents a study of two interventions (NPartI = 443; NPartII = 333), to (1) assess the level of trust in science among secondary school students, and (2) to investigate the impact of outreach activities on the development of trust in science. Results showed that the mean level of trust in science among secondary school students is similar to the level among university students. We found a trust-enhancing effect of the interventions exclusively for students with a low prior level of trust (low-trustors). Furthermore, results indicated that high levels of trust in science can support learning in science outreach activities. These findings are particularly important when considering that increasing students' level of trust in science appears to be especially important for low-trustors in order to prevent negative social tendencies. [ABSTRACT FROM AUTHOR]

Research on science communication, especially from scientists' point of view, is rare in the Indian context. This first of its kind study in India explores the perceptions and attitudes toward science communication of senior and experienced Indian scientists (N = 259). Based on a cross-sectional survey of scientists who are elected fellows of three Indian national science academies, it provides a snapshot of what Indian scientists think about their involvement, performance, and experience in public engagement activities and the perceived impact of their involvement in such activities. It also provides a diagnosis about the use of different ways of public communication by Indian scientists. The results show that almost all the respondents have participated in some science communication activity during their careers, and the majority of their affiliated institutions organized such activities. A vast majority of the respondents had a positive experience in public engagement and expressed willingness to engage in the future as well. More than three-quarters of the respondents personally enjoyed taking part in science communication while feeling that they were confident and well-equipped to communicate their research. The results from this survey are discussed with possible implications for future policies on science communication by scientists and devising appropriate inventions for enhancing their engagement. [ABSTRACT FROM AUTHOR]

Abstract COVID‐19 created a host of challenges for science education; in our case, the pandemic halted our in‐person elementary school outreach project on bird biology. This project was designed as a year‐long program to teach fifth‐grade students in Ithaca, New York, USA, about bird ecology and biodiversity using in‐person presentations, games, activities, and outdoor demonstrations. As a central part of this effort, we set up nest boxes on school property and planned to monitor them with students during bird breeding in the spring. Here, we describe our experiences transitioning this program online: we live streamed nest boxes to the students’ virtual classroom and used them as a focal point for virtual lessons on bird breeding and nestling development. In an era of social distancing and isolation, we propose that nest box live streaming and virtual lessons can support communities by providing access to the outdoors and unconventional science learning opportunities for all students. Instituting similar programs at local schools has the potential to increase equitable learning opportunities for students across geographic locations and with varying degrees of physical access to the outdoors and nature.

The practice of science outreach is more necessary than ever. However, a disconnect exists between the stated goals for science outreach and its actual impact. In order to examine one potential source of this disconnect, we undertook a survey-based study to explore whether barriers to participation (either intrinsic or extrinsic) in science outreach exist within the academic community. We received responses to our survey from 530 individuals, the vast majority of whom engage in some type of science outreach activity on an annual basis. Those who engage in outreach report doing so for both personal and altruistic reasons, and having high (yet varied) levels of comfort with performing outreach activities. Respondents also report the existence of several significant yet surmountable barriers to participation, including lack of time and funding. Our findings demonstrate that both levels of participation in, and attitudes toward, science outreach within the academic community are generally favorable, suggesting that the general ineffectiveness of science outreach is due to other causes. We place our findings within the context of the broader science outreach, science communication and public engagement literature. We make recommendations on how existing approaches and infrastructure can, and must, be changed in order to improve the practice.

Climate science has been a hallmark discipline at Scripps Institution of Oceanography (SIO) and other oceanographic institutions for decades. However, despite the dedication from researchers to investigate the connections between climate science and ocean health, people outside the scientific community are largely unaware of climate-related ocean health issues like ocean warming and ocean acidification.  And yet one demographic group seems especially interested in ocean health issues: teenagers. The goal of this capstone project was to communicate these scientific topics by developing educational tools that bring awareness of ocean acidification to the high school audience. Using the body of expert knowledge and resources at SIO, I developed a unit of curriculum consisting of four lesson plans aligned with the Next Generation Science Standards (NGSS). These lesson plans provided teachers and students with background information on climate science and marine chemistry, included activities that demonstrate these concepts in action, and introduced teachers and students to a novel autonomous chemical sensor called the WavepHOx which – when attached to the bottom of a stand-up-paddleboard – can be used to collect data of finer resolution and greater spatial scales than similar chemical sensor platforms. These lesson plans were delivered to middle and high school science teachers in a two-day workshop held at the Birch Aquarium and included presentations from SIO researchers. The teachers spent two days in the classroom as well as one afternoon at the Agua Hedionda Lagoon for a chance to field-test the WavepHOx.

The Sandin Lab has been working with state-of-the-art technology that captures coral reefs as a 3D image at a spatial scale that has never before been captured. The objective of capturing these images on such a large-scale is to monitor the growth of the coral reefs over time and understand their dynamics from a whole ecosystem perspective. I am expanding the audience that this technology currently reaches by using these large-scale 3D models as an education and outreach tool in the hopes that it increases ocean stewardship and awareness. This idea was tested on the island of Curacao with three different user groups: dive shop owners, dive tourists, and the local community. The local community consisted of the Carmabi Marine Education Center and the International School of Curacao. By talking with the different user groups around the island, I gauged general interest in the photomosaics and gathered information on how each user group could find use for the photomosaics. There is potential for the dive shop owners and dive tourists to use the photomosaics in the future once the advancement of technology allows us to hurdle some of the current challenges we face.  However, both of these local communities will now be incorporating the 3D photomosaics as an education module into their curriculum.

This capstone report focuses on the potential for a librarium- a cross between a library and an aquarium. It describes both the need and placement of such a facility/program in its beginning stages. This capstone encompasses a three-pronged approach: background literature to find the past research on learning and aquariums; experimental design to elucidate if books play a role in the aquarium experience; and analysis of library and aquarium distribution to determine potential librarium sites.

One of the effects of the current COVID-19 pandemic is that low-income countries were pushed further into extreme poverty, exacerbating social inequalities and increasing susceptibility to drug use/abuse in people of all ages. The risks of drug abuse may not be fully understood by all members of society, partly because of the taboo nature of the subject, and partly because of the considerable gap between scientific production/understanding and communication of such knowledge to the public at large. Drug use is a major challenge to social development and a leading cause of school dropout rates worldwide. Some public policies adopted in several countries in recent decades failed to prevent drug use, especially because they focused on imposing combative or coercive measures, investing little or nothing in education and prevention. Here we highlight the role of neuroscience education as a valid approach in drug use education and prevention. We propose building a bridge between schools and scientists by promoting information, student engagement and honest dialogue, and show evidence that public policy regulators should be persuaded to support such science-based education programs in their efforts to effect important positive changes in society. [ABSTRACT FROM AUTHOR]

One of the effects of the current COVID-19 pandemic is that low-income countries were pushed further into extreme poverty, exacerbating social inequalities and increasing susceptibility to drug use/abuse in people of all ages. The risks of drug abuse may not be fully understood by all members of society, partly because of the taboo nature of the subject, and partly because of the considerable gap between scientific production/understanding and communication of such knowledge to the public at large. Drug use is a major challenge to social development and a leading cause of school dropout rates worldwide. Some public policies adopted in several countries in recent decades failed to prevent drug use, especially because they focused on imposing combative or coercive measures, investing little or nothing in education and prevention. Here we highlight the role of neuroscience education as a valid approach in drug use education and prevention. We propose building a bridge between schools and scientists by promoting information, student engagement and honest dialogue, and show evidence that public policy regulators should be persuaded to support such science-based education programs in their efforts to effect important positive changes in society.

The Native Skywatchers research and programming initiative focuses on the revitalization of native star knowledge of the Ojibwe and Dakota people.  Activities include interviewing elders, culture and language teachers, and creating programming around traditional native star knowledge interlaced with Western science.  Star maps, curriculum, hands-on workshops, planetarium shows, and artwork have been designed and delivered.  Developed for native and non-native communities in light of the new Minnesota State Science Standards implemented in 2009, presented here are two native star maps that were created by the Native Skywatchers initiative: the Ojibwe Giizhig Anung Masinaaigan (or the Ojibwe Sky Star Map); and the D(L)akota Makoċe Wiċaŋḣpi Wowapi or (D(L)akota Star Map). This interdisciplinary project includes professional astronomers, professional artists, language and cultural experts, educators, community members and elders.

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.

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The tall ship Bill of Rights, a 136' Gaff Rigged Schooner owned by the South Bayfront Sailing Association, is an ideal platform to offer a marine science experiential education program to the youth of Chula Vista. The vessel currently spends most of her time on the San Diego Bay, between her berth in Chula Vista and the mouth of the bay in Point Loma. This makes her the ideal platform for groups wanting to explore their local waters. The project produces interactive curriculum for elementary-school students in such a program with 6 modules including: (1) marine debris, (2) water quality, (3) algae and kelp, (4) fish, (5) plankton, (6) wetlands. Within each module, disciplinary core ideas that would be applicable for each lesson are identified. The lessons cover many different core ideas depending on how the discussion was structured or focused.

Abstract Proper science communication is quickly becoming a professional imperative in ecology, but many researchers are not practiced in diverse and effective communication strategies. Academic jargon and text‐heavy content are often cited as barriers for laypeople trying to access and understand research results. Here, we have presented scientific visualizations (infographics, figures, and illustrations) as a useful tool to reduce the information transfer gaps between researchers and the public. The graphics we have proposed are images with minimal text that convey ecological research concepts, methods, processes, and results. They are more captivating than text alone and more efficient at disseminating information to a broad audience because they reduce cognitive load. We applied tools and best practices from the fields of marketing and design to explain graphic construction and demonstrated how to build a visualization that is both aesthetic and effective. The basic principles of design are paramount to image composition, and we reviewed experimental literature to support the notions that the proper use of color, proximity, and balance helps to illuminate the main message or story that we wanted to communicate. We presented examples from wildlife ecology research in Alaska to highlight how researchers can use graphics for their own communication efforts, and emphasized the power of visual narratives to explain complex techniques and ecosystem processes. The best practices we outlined here are meant to help researchers understand the composition of science visualizations, build productive collaborations with artists, and ultimately create appealing and informative images that communicate research.