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      Talk To A Scientist: a Framework for a Webinar-Based Outreach Program for Scientists to Engage with K–12 Students

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      a , b , , a ,
      Journal of Microbiology & Biology Education
      American Society for Microbiology
      science outreach, webinars, K-12 students, children, scientists, informal science education

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          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.

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          How Academic Biologists and Physicists View Science Outreach

          Scholars and pundits alike argue that U.S. scientists could do more to reach out to the general public. Yet, to date, there have been few systematic studies that examine how scientists understand the barriers that impede such outreach. Through analysis of 97 semi-structured interviews with academic biologists and physicists at top research universities in the United States, we classify the type and target audiences of scientists’ outreach activities. Finally, we explore the narratives academic scientists have about outreach and its reception in the academy, in particular what they perceive as impediments to these activities. We find that scientists’ outreach activities are stratified by gender and that university and disciplinary rewards as well as scientists’ perceptions of their own skills have an impact on science outreach. Research contributions and recommendations for university policy follow.
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            Is There A Place for Me? Role Models and Academic Identity among White Students and Students of Color

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              What good is a scientist in the classroom? Participant outcomes and program design features for a short-duration science outreach intervention in K-12 classrooms.

              Many short-duration science outreach interventions have important societal goals of raising science literacy and increasing the size and diversity of the science workforce. Yet, these long-term outcomes are inherently challenging to evaluate. We present findings from a qualitative research study of an inquiry-based, life science outreach program to K-12 classrooms that is typical in design and excellent in execution. By considering this program as a best case of a common outreach model, the "scientist in the classroom," the study examines what benefits may be realized for each participant group and how they are achieved. We find that K-12 students are engaged in authentic, hands-on activities that generate interest in science and new views of science and scientists. Teachers learn new science content and new ways to teach it, and value collegial support of their professional work. Graduate student scientists, who are the program presenters, gain teaching and other skills, greater understanding of education and diversity issues, confidence and intrinsic satisfaction, and career benefits. A few negative outcomes also are described. Program elements that lead to these benefits are identified both from the research findings and from insights of the program developer on program design and implementation choices.
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                Author and article information

                Contributors
                Role: Editor
                Journal
                J Microbiol Biol Educ
                J Microbiol Biol Educ
                jmbe
                Journal of Microbiology & Biology Education
                American Society for Microbiology (1752 N St., N.W., Washington, DC )
                1935-7877
                1935-7885
                17 April 2023
                August 2023
                17 April 2023
                : 24
                : 2
                : e00046-23
                Affiliations
                [a ] Department of Biotechnology, Savitribai Phule Pune University, Pune, Maharashtra, India
                [b ] Hull-York Medical School, University of Hull, Hull, United Kingdom
                Arizona State University
                Author notes

                The authors declare no conflict of interest.

                Article
                00046-23 jmbe.00046-23
                10.1128/jmbe.00046-23
                10443310
                673d9c53-43b6-47be-b3c0-f8d0f8da99e0
                Copyright © 2023 Mhade et al.

                This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International license.

                History
                : 7 March 2023
                : 29 March 2023
                Page count
                supplementary-material: 0, Figures: 2, Tables: 3, Equations: 0, References: 39, Pages: 9, Words: 5359
                Categories
                Perspective
                Custom metadata
                August 2023

                science outreach,webinars,k-12 students,children,scientists,informal science education

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