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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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This content will become publicly available on April 24, 2026
Engaging short film activity that supports learning, science identity, and nature of science comprehension
ABSTRACT: Improving perceptions of students' science identities and their understanding of the nature of science (NOS) are important learning goals for undergraduate biology students. Previous research has observed that students who reflect on personal histories and research narratives of diverse scientists experience positive changes in their own science identities and understanding of the nature of science, respectively. However, these stories were in written or mixed media formats (e.g., podcasts, TED talks). Here, we explore whether such stories in nonfiction film, an immersive storytelling medium, could also serve as an intervention in positively affecting these outcomes. The focus of our curricular intervention is two short films that explore personal histories and research narratives: Decoding Ancestral Knowledge and CRISPR Apostle. We assigned students (N= 286) in a large, asynchronous, online general microbiology course to watch Decoding and CRISPR at distinct times in the semester. Immediately after watching each film, students took a survey with closed- and open-response questions designed to measure content knowledge, science identity, and NOS learning. We analyzed quantitative responses using descriptive statistics and open-ended responses using a computational textual analysis method of structured topic modeling. Results indicate that watching the films had a considerable impact on content knowledge as well as students’ perceptions of scientists, self-identification as scientists, and understanding of NOS. Interestingly, there were some differences between the films on the degree of impact on science identity as well as the types of emergent themes for science identity and NOS. These results suggest that science nonfiction films with personal histories and research narratives can be useful tools in supporting these student outcomes. We describe in this article how to access these free materials, including the films, and also suggest possible modifications.
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- Award ID(s):
- 2122350
- PAR ID:
- 10644210
- Editor(s):
- Maloy, Stanley
- Publisher / Repository:
- American Society for Microbiology
- Date Published:
- Journal Name:
- Journal of Microbiology & Biology Education
- Volume:
- 26
- Issue:
- 1
- ISSN:
- 1935-7877
- Subject(s) / Keyword(s):
- science film, science identity, nature of science, traditional knowledge, microbial diversity, CRISPR, science story
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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