Follow the Fossils

The ability for people to connect, learn, and communicate about science has been enhanced through the Internet, specifically through social media platforms. Facebook and Twitter are well-studied, while Instagram is understudied. This Element provides insight into using Instagram as a science education platform by pioneering a set of calculated metrics, using a paleontology-focused account as a case study. Framed by the theory of affinity spaces, the authors conducted year-long analyses of 455 posts and 139 stories that were created as part of an informal science learning project. They found that team activity updates and posts outside of their other categories perform better than their defined categories. For Instagram stories, the data show that fewer slides per story hold viewers' attention longer, and stories using the poll tool garnered the most interaction. This Element provides a baseline to assess the success of Instagram content for science communicators and natural science institutions.

SCENE: A novel model for engaging underserved and under-represented audiences in informal science learning activities

Inequitable access to science, technology, engineering, arts and mathematics (STEAM) has been explored by multiple studies which have shown that some publics are underserved by existing informal educational and cultural provision, and under-represented in related study choices and careers. Informal science learning (ISL) and public engagement with research activities (such as science festivals) tend to attract audiences which are largely white, middle class and already engaged with STEM (science, technology, engineering and mathematics). This article describes the development of an engagement approach and model through a story-based festival (SMASHfestUK) which was specifically designed to attract new and diverse audiences, including Black and mixed-heritage families, and families living with socio-economic disadvantage. The festival was delivered on five annual occasions, each co-designed with a wide selection of stakeholders, including audiences, researchers, performers, institutions and organizations, and considered as an iterative prototype.

Informal Science Pedagogical Innovation to Promote Understanding of Technology Application in Fluids Mechanics

This study attempts to support the preparation, setup and implementation of innovation for informal science learning that help students with technology application in physics topic. There are 349 students were selected as the sample of this study, in two STEM activities during International Scout STEM Camporee. Following the module developed for informal learning activity, the data collection focus using a survey focus on the learning opportunities created by the module for technology application. Teaching technology application in formal setting is known challenging due to syllabus con-straints. Here, fluid mechanics is a branch of physics knowledge that relates directly with the technology application. The innovation in the informal sci-ence learning module has a specific focus on the technology application of fluid mechanic. Post and pre-test were conducted. The post-test was con-ducted to investigate prior understanding of fundamental fluid mechanic concepts during the designing stage with the students’ ability to make infer-ence. Descriptive analysis and Pearson correlation were used as the data analysis methods. The finding shows that most of the students did have an initial idea of science concepts such as buoyancy, density, weight of mini Titanic, and Archimedes’ principle. However, their ability to make inference and observation is weakly correlated and not significant. This findings show that students are capable to produce observations and inferences when technology application is brought into discussion during informal science learning. As a conclusion, for informal science learning, it is important for educators to consider the outcomes for students’ learning because the opportunities for students to tap into their prior knowledge from self-determination can be easily achieved within this setting. This study proposes important measures during informal science learning environment to maximize the learning opportunities.

Science Communication Through STEAM: Professional Development and Flipped Classrooms in the Digital Age

STEAM is the term given to a growing field of research and practice that integrates arts into traditional science, technology, engineering, and mathematics subjects. It is also the name of a science communication summer school that has evolved from a conventional in-person professional development opportunity to a blended informal science learning space with a flipped classroom approach. This article charts that development and includes perspectives from several science communicators who participated in in-person and online versions of the STEAM schools. The future of professional development in science communication is considered in light of the changes caused by the COVID-19 global pandemic.

Addressing the Ceiling Effect when Assessing STEM Out-Of-School Time Experiences

The aim of this paper is to describe an analytical approach for addressing the ceiling effect, a measurement limitation that affects research and evaluation efforts in informal STEM learning projects. The ceiling effect occurs when a large proportion of subjects begin a study with very high scores on the measured variable(s), such that participation in an educational experience cannot yield significant gains among these learners. This effect is widespread in informal science learning due to the self-selective nature of participation in these experiences, such that participants are already interested in and knowledgeable about the content area. When the ceiling effect is present, no conclusions can be drawn regarding the influence of an intervention on participants’ learning outcomes which could lead evaluators and funders to underestimate the positive effects of STEM programs. We discuss how the use of person-centered analytic approaches that segment samples in theory driven ways could help address the ceiling effect and provide an illustrative example using data from a recent evaluation of a STEM afterschool program.

Co-Designing for Equity in Informal Science Learning: A Proof-of-Concept Study of Design Principles

Informal science learning has great potential to engage diverse learners, but faces issues of persistent inequities. While systemic change is needed to address these issues at a structural level, there is also a need for practical tools to support the organisations and the educators who are working to engage audiences in informal science that is authentic, culturally responsive, interest driven and learner centered. This article presents a collection of design principles, generated through a design approach which actively involved informal science learners, practitioners and researchers from nineteen countries as contributors. We present the design approach adopted, and suggest that participatory design methods could play a role in supporting equity efforts in informal science learning since several of the educators involved in the process decided to adopt participatory methods in their own practice. We also present an overview of the design principles generated through this process, and discuss the application of an early draft of these in an authentic informal science education programme. By adopting and adapting these principles and approaches in their practices, educators can work towards creating equitable and transformative informal science learning environments and experiences.

Children’s Gender Stereotypes in STEM Following a One-Shot Growth Mindset Intervention in a Science Museum

Women are drastically underrepresented in science, technology, engineering, and mathematics (STEM) and this underrepresentation has been linked to gender stereotypes and ability related beliefs. One way to remedy this may be to challenge male bias gender stereotypes around STEM by cultivating equitable beliefs that both female and male can excel in STEM. The present study implemented a growth mindset intervention to promote children’s incremental ability beliefs and investigate the relation between the intervention and children’s gender stereotypes in an informal science learning site. Participants (n = 143, female n = 77, male n = 66, 5–12-years-old, Mage = 8.6, SD = 1.7) were visitors to a science museum who took part in an interactive space science show. Participants who were exposed to a growth mindset intervention, compared to the participants in the control condition, reported significantly less gender stereotyping around STEM by reporting equitably in the stereotype awareness measure. Relatedly, participants in the control condition reported male bias gender stereotype in the stereotype awareness measure. Further, children between 5 and 8-years-old reported greater male bias stereotypes awareness and stereotype flexibility in space science compared to children between 9 and 12-years-old. Lastly, children demonstrated in-group bias in STEM ability. Male participants reported gender bias favoring males’ ability in stereotype flexibility and awareness measures, while female participants reported bias toward females’ ability in stereotype flexibility and awareness measures. These findings document the importance of a growth mindset intervention in buffering against STEM gender stereotyping amongst children, as well as the significant role a growth mindset intervention can play within an informal science learning site.