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Abstract Students lose interest in science as they progress from elementary to high school. There is a need for authentic, place‐based science learning experiences that can increase students' interest in science. Scientists have unique skillsets that can complement the work of educators to create exciting experiences that are grounded in pedagogy and science practices. As scientists and educators, we co‐developed a lesson plan for high school students on the Eastern Shore of Virginia, a historically underserved coastal area, that demonstrated realistic scientific practices in students' local estuaries. After implementation of the lesson plan, we observed that students had a deeper understanding of ecosystem processes compared to their peers who had not been involved, were enthusiastic about sharing their experiences, and had a more well‐rounded ability to think like a scientist than before the lesson plan. We share our experiences and five best practices that can serve as a framework for scientists and educators who are motivated to do similar work. Through collaboration, scientists and educators have the potential to bolster student science identities and increase student participation in future scientific endeavors.
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The Field Scientist: Exploring the Intersection of Science and Identity Through Comics
Science comics have become an increasingly popular medium for science communication. Reputable institutions and publications such as the WHO, NASA, Nature Journal and MacMillan Publishers have published science comics to explain complex scientific and medical phenomena to the public. However, science comics that center the stories of underrepresented scientists and the ways in which their intersectional identities are transforming science have yet to be created. Concerningly, people of color, women, and LGBTQIA+ identifying continue to be underrepresented in STEMM. Studies have shown students who report feeling positive STEMM identity and ability in high school declared undergraduate STEMM majors at greater proportions. Therefore, identifying ways to foster a sense of belonging and personal interest in STEMM among secondary school students is crucial. Utilizing art and narrative storytelling, The Field Scientist challenges perceptions of what science looks like and who does science to make science more accessible, exciting and inclusive for underrepresented secondary school students.. The series follows the real biographical narratives of a diverse cohort of scientists as they recount their most memorable field experiences. The Field Scientist will be available digitally via the platform issuu.com and disseminated to secondary school students. Online surveys will be utilized to elicit audience response, assess feelings of belonging and determine the effectiveness of science comics in challenging perceptions of exclusionary scientific culture and community. Ultimately, The Field Scientist aspires to encourage adolescent audiences to view themselves as scientists and contemplate how their identities can further transform the shifting landscape of science.
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- Award ID(s):
- 2243994
- PAR ID:
- 10502215
- Publisher / Repository:
- Society for the Advancement of Chicanos/Hispanics and Native Americans in Science - 2023 NDiSTEM
- Date Published:
- Format(s):
- Medium: X
- Location:
- Portland, OR
- Sponsoring Org:
- National Science Foundation
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