Category Archives: Case Study

Providing STEM opportunities for distant schools

“As we are a remote rural community we do not have a huge variety of careers on our doorstep but these events help to bring them closer to pupils. More students should be getting these funded opportunities across the UK.” – Emily Tulloch, Science teacher on the island of Unst.


The most northerly school in the UK is located in one of our most distant areas in the Shetland Isles. Emily tells us how I’m a Scientist allowed her remote students to explore a range of STEM careers and increased motivation to learn science.

Why apply for I’m a Scientist?

“For me, it’s all about increasing Science Capital.” Emily often tries to provide STEM opportunities in school, particularly to help students broaden their understanding of careers, but it can be a challenge. “The STEM ambassador programme is great and we have a number of ambassadors based in Shetland. However there are significant barriers for them to reach the school – it can take almost a day to visit for a 1 hour talk and of course there’s the cost implication too.”

The school often rely on parents to demonstrate different careers to students “we’re lucky that our community is so supportive and parents working in STEM are very willing to visit the school, although the variety of careers is still limited on our island”. Emily wanted to use I’m a Scientist to increase the range of STEM roles her students find out about.

What did the students do?

The 17 students in S1-3 (Year 7-9) took part in the Molecule Zone this March. They read scientists’ profiles and posted questions to scientists on the site throughout the 2 weeks. Students also took part in a 30 minute live chat session where they typed their questions and responses to scientists online in real time.

Emily used the activity to connect to curriculum areas and the careers work going on in school. “It’s a broad activity so easy to link to something we’re doing or have just covered in class. I also tie I’m a Scientist into the My World of Work, which our students access to find out where they could study the course or the career steps required for their preferred role.”

Did it work?

Being online, I’m a Scientist provided a chance for Emily’s students to connect with scientists in a large variety of roles, generating interest in STEM careers without the need to travel. “They see different careers we don’t have in the local area by chatting with scientists all across the globe…There are lots of young people who live in remote areas compared to the rest of UK and they should all get same opportunities; this activity allowed me to provide this at no cost to the school.”

Emily also told us how involvement in the activity has improved science learning in her classes “It’s engaging and stimulating for students to actually speak to live scientists doing real-life science and discuss what they think might happen in the future. When students are engaged and start to see the real life impact of a subject, they’re more enthusiastic about it – I noticed an increased motivation to learn following I’m a Scientist.”

What else did students gain?

Asking questions to the scientists allowed Emily’s students to “develop essential literacy and communication skills, particularly in the live chat where they have to consider how to engage in a group conversation” whilst “researching the scientists helped them learn how to find information online.”

Emily also commented on how the activity is good for students’ health and wellbeing, by using the internet chats as a relevant educational tool “students like communicating in this way online and this activity helps promote positive online communication and staying safe online, rather than fighting against social media and similar technology in school.”

What would you say to a teacher who is hesitant to take part?

“Give it a go – it’s amazing and you don’t realise the full impact before you take part but afterwards, you realise how hugely beneficial it is, especially for students in rural communities. The whole process has knock on effects for your science teaching as students are more engaged. It’s very stimulating for science and every pupil should have access to it.”


Distant (under-served) schools are given priority places in I’m a Scientist. To support your students in exploring a range of STEM careers with I’m a Scientist activities, register your interest here: imascientist.org.uk/teachers or contact katie@mangorol.la for more information.

Already registered? Don’t forget to apply for the next event – we email registered teachers when applications open (about 2 months before the event starts).


 

Posted on April 6, 2018 modkatie in Case Study, Evaluation, News, Teachers, Widening Participation | Leave a comment

Broadening horizons for students in a deprived area

“It was a really easy project to engage with for both children and teachers; it only took me about 30 minutes to prepare for all 3 lessons. I was pleasantly surprised with just how excited students were to get responses from serious adults about their work and the adults’ interests.” – Vicky Heslop, Year 6 teacher


A junior school that meets our widening participation criteria took part in the Climate Zone of I’m a Scientist for the first time in March 2018 with their three Year 6 classes. The activity broadened student aspirations, improved enquiry skills and challenged their perceptions of scientists.

Why apply for I’m a Scientist?

The school is in a small town with low levels of aspiration and social mobility where very few young people go on to higher education. 47.5% of students at the school qualify for Pupil Premium funding and the proportion of free school meals eligible students is over twice the national average.

Teachers were finding it difficult to promote working scientifically skills and to support students in developing an enquiring attitude within the curriculum. “We wanted to provide a broader experience of what science is and to increase student aspirations,” says Vicky.

What did students do?

The activity was spread across 3 lessons on different days which Vicky felt was “particularly good for the anxious students in Year 6, allowing them to ‘take a break’ from SATs preparations with something that was still a valuable use of time.” Students started by considering how to judge the scientists, then got to know them using their profiles and asking questions on the site. The final lesson involved an online chat where students typed their questions and responses to scientists online in real time. “Connecting with the scientists online provided an opportunity to have positive social contact with adults in roles they wouldn’t normally have contact with,” observed Vicky.

Did it work?

Vicky told us science has become more relevant and attainable for students and how their aspirations have broadened to include science – “After the live chat, students were telling me how they’d like to become scientists.”

Students’ perceptions of scientists have changed as a result of taking part – “I thought scientists were boring but now I think they’re AWESOME!” – Year 6 student

What else did students gain?

“Students developed oracy skills,” says Vicky “and the ability to ask appropriate questions.” Vicky also explained how the school has had issues with inappropriate use of instant messaging and how I’m a Scientist was “a great way to demonstrate a positive use of this technology,” helping students learn appropriate online etiquette.

When asked if she’ll take part next year, Vicky says “I hope to and I’ll be telling the other teachers about the activity as it’s such a good one for our students.”


If you’d like to broaden your students’ aspirations with I’m a Scientist activities, register your interest here: imascientist.org.uk/teachers

Already registered? Don’t forget to apply for the next event – we email registered teachers when applications open (about 2 months before the event starts).

 

Posted on March 27, 2018 modkatie in Case Study, Evaluation, Teachers, Widening Participation | Leave a comment

Working with I’m a Scientist to produce STEM engagement for your discipline

I’m a Scientist was a fantastic experience. The students were engaged and interested in hearing about my research and the wider field I work in. I wanted to make sure other psychologists had the opportunity too! Dr Sam Smith, University of Leeds

 


After psychologist Sam Smith took part in I’m a Scientist, we worked with him to secure funding from the British Psychological Society for 3 more zones. As a result, more than 1,100 students across the UK were able to connect with psychologists in 2017.

Why work together

Sam believes public engagement is essential for a modern researcher. “It’s in my promotion criteria”, he says, “and you have to write about it when applying for research grants”. However, he thought that it was often hard to evidence the full impact of outreach and felt that, despite the popularity of the subject at schools, real psychologists aren’t visible to students. “When I was at school I had to make the effort to find people to email myself!”.

For our part, although we’re keen to have a diverse range of scientists participating in I’m a Scientist, many funding schemes of Learned Societies and professional organisations are open only to members. This is a problem for us.

Helping each other out

When Sam received his zone report, packed with data, charts and examples evidencing his engagement, it sparked the idea: “I thought, here is something that’s tangible”, he says, “A lot of applied psychology is really interesting, this would make it easier for students to find out what it’s really like”.

We collaborated with Sam on an application for the British Psychological Society (BPS)’s public engagement scheme, open only to members like himself. His expertise proved invaluable, for example when deciding the themes for the zones. Sam also enjoyed the process. “It was the easiest grant application process I’ve done,” he says, “and it was interesting to see things from the perspective of professional public engagers”.

Once the funding was in place the collaboration continued. From zone logo design to researching promotion channels for reaching psychologists, Sam’s feedback was valuable at every stage of developing the zones.

Real results

The outcomes from the three psychology zones speak for themselves. “The sheer volume of pupils who were interested and engaged demonstrates how useful this can be in reaching a wide range of children and young adults from across the country”, says Sam.

BPS were equally pleased: “The Society sponsored the zones as part of our work bringing evidence-based psychology to a wider public.” says Lisa Morrison-Coulthard, the Society’s lead policy adviser, “We are delighted with the findings of these evaluations.”

From our side, working on an application and the development of zones with a former participant like Sam has helped us to see new aspects of the project and come up with better ways of talking about it.

Doing more in partnership

We’re continuing to work with Sam to gain backing for regular psychology zones and adding new features. “There’s huge potential in the volume of data generated by the event to be used for research into students perceptions and attitudes”, says Sam. “Incorporating a research element into future plans could help provide even more value to the psychology community”.

Have you been involved with a I’m a Scientist or I’m an Engineer event? Feel inspired by Sam’s story to do the same for your discipline? Get in touch with shane@mangorol.la to start a conversation.

Whether support comes from a learned society or professional organisation of which you are a member, or your institution or employer, we’d love to hear your ideas.

Posted on March 22, 2018 modantony in Case Study, Event News, News | Leave a comment

Widening Participation School case study

In our experience, the longer it takes for a scientist or engineer to reach a school, the less likely those students are to have visits. We’ve done some research that suggests schools more than 30 minutes travel time are less likely to receive visits.

We also think looking at Widening Participation schools is useful to understand the variety of schools we have wanting to take part.

A school that met both our under-served and widening participation definitions took part in the Organs Zone, March 2017.

Based in one of the most rural counties in England, 23.5% of students are eligible for free school meals, and the driving time to the local HEI is over an hour. They have participated in I’m a Scientist once before.

Event participation

Two classes took part in March 2017; one year 10 and one year 11. Both classes were in the Organs Zone, a themed zone funded by Wellcome.

Schools data

62 students were active in the event, using ASK, CHAT or VOTE at least once. On average students asked 14 lines of live chat, with one student accounting for 75 lines. 54 questions were approved through ASK.

Live chats

Keywords from the two live chats. Size of the word represents its popularity.

 

ASK questions

Students can ask anything that want. Looking at the types of question asked is a great way to see what students were interested in talking to the scientists about. How science works, which includes the process, motivations and ethics behind science was the most popular topic of questions. We’ve looked at the percentage of questions in each category, and compared the specific school with a wider range of questions asked in the events. 

Questions asked by the students include:
What’s the fanciest piece of kit you’ve used?
What do you think you will be able to do with your research?
Is it possible in the future to two people to have the same DNA and they would think speak and look the same
How do you think the cells are connected? Is it not just electrical signals between?
what made you want to take biology into the real world and go into more depth into the human body
Have you discovered any groundbreaking results?
if you can change 3 thing about the world what would they be

What counts as a WP schools?
As there is no set definition of what makes a school a widening participation school, we use the following.

A school will be classed as WP if:

  • an above average number of students are eligible for free school meals. Currently schools with more than 14% free school meals. (England, Wales and NI)
  • more than 20% of its pupils live in the 20% most deprived datazones (Scotland)

 

 

Posted on December 15, 2017 modnaomi in Case Study, News, Widening Participation | Leave a comment

Enquiry Zone: Students as scientists

Some say there are no new ideas, just new interpretations of old ideas: primary school students designed the Blackawton Bees paper with the help of a parent scientist; citizen science runs online at scale with Galaxy Zoo; the BBC, with Terrific Scientific, help primary schools conduct their experiments.

There is an idea missing in this panoply: School students helping to design and run a new experiment at scale.

In March 2017 we ran the Wellcome funded Enquiry Zone, a zone created with one fundamental question: Could we use an I’m a Scientist zone to give hundreds of school students the chance to help design an experiment, which they could then carry out themselves?

Yes, we could. And what’s more, it’s clear there is value in giving students input at all stages of the project. It gives students ownership over research, and they gain real insight into how science works.

What happened

1. Students questioned five scientists, and chose the project they wanted to carry forward

Ideas for projects covered research on lung capacity, health apps for smart phones, animal behaviour, and nutrition. Students asked questions about the projects, and discussed their own advice and suggestions with the scientists. After all, the students were the experts on what would work in their schools.

In both CHAT and ASK, the scientists research project ideas were of keen interest, with “project” being a common topic for discussion in live chats, and in ASK, there were many more questions about “research ideas” than on any other topic.

Word cloud showing popular topics in live chats in the Enquiry Zone. Read the full zone report here, or click the image [PDF]

The winning project was that of UCL researcher, Sallie Baxendale: Does what you know about someone influence how attractive you think they are?

The class had done a lot of work in March, discussing the different proposed plans, and they were happy when Sallie won because the nature and biology ideas were similar to things they had already done.

— Jenn, Teacher at Doonfoot Primary School, Ayrshire

2. Students helped design the final experiment

Students and teachers reviewed the draft experiment plans and fed back ideas. One teacher reported that their school is “big on school values of fairness, respect, equality.”  The students discussed the ethics of getting a fellow pupil to judge someone on their appearance. To address this they suggested holding an assembly to explain the project to their classmates and research subjects, after working out the results for their school. This suggestion was then incorporated into the final lesson plans for all schools.

They liked the interaction with the other classes and the responsibility, they liked coming up with stories, they loved the creative bit, it wasn’t just them being told this is how you do it, they had independence.

— Sue Grubic, Teacher at St Mary’s Catholic Primary School, Lincolnshire

In the experiment, the student scientists came up with some brilliant stories; nice things such as the person they were judging was a very thoughtful friend, someone who always eats lunch with new students and and makes sure they are not lonely, or someone who used her pocket money to pay the vets bills for an abandoned puppy. Suggestions of ‘not nice’ traits included kicking over a chair and swearing at the teacher, bullying, and picking her nose and eating it.

Interestingly all of the bad stories had examples of [the subject] losing her temper and being violent or destructive. This is clearly something that all of the children recognised as something that is unattractive in someone.

— Sallie

3. Three schools took part in the research stage

Often, more complex citizen science projects such as Enquiry Zone take place within one school. Here, the online factor allowed feedback and results to be collated from multiple schools across the UK — Doonfoot Primary School in Ayrshire, Irchester Community Primary School in Northamptonshire, and St Mary’s Catholic Primary School in Lincolnshire all sent in their results.

We would have liked to see more schools take part after the first Zone in March; more registered interest but ultimately did not take part in the experiment. In future we will look for ways to increase this uptake.

4. 138 students conducted the experiment, interviewing 236 of their classmates

One school reported that the project gave them lots of opportunities to discuss the ethics of research, as well as discussions around whether people should do things because an adult in authority told them to. The senior management team at the school have seen the experiment and results and they planned to use it this year with the whole school as a topic to discuss making judgments on people.

The children were really enthusiastic about it, they felt it was a special experience … It felt real to them, It was something we would never normally do.

— Jenn, Teacher at Doonfoot Primary School, Ayrshire

One student said:

Its inspired me to know that I could be a scientist and do this.

Tweet by Tracy Tyrrell, teacher at Irchester Community Primary School, Northamptonshire

5. The results were significant and in part surprising — The research will be submitted for publication

Sallie and the students discovered that when you hear something nice about someone else it doesn’t really change how you think they look. However, hearing about negative traits does influence the judgement of the person’s looks. Interestingly, they showed that the stories with the most negative impact were those with a “yuk factor”.

Ratings of attractiveness after no information, after hearing good things, and after hearing bad things. Full results

The results were written up and send back to the teachers and students. See the results here.

Sallie is now finalising the manuscript of her report and plans to have it submitted to a journal in the next few weeks.

If you have an idea for a project you would like to run with us — citizen science or otherwise — get in touch! Leave a comment below, or email Shane at shane@mangorol.la.

Posted on November 23, 2017 Moderator - Josh in Case Study, News | Leave a comment

I’m a Scientist and STFC

STFCThe Science and Technology Facilities Council (STFC) first funded I’m a Scientist zones in November 2011 when it supported both the Subatomic Zone and the Zinc Zone. In March 2012 it funded the Electromagnetic Zone, and it supported three more I’m a Scientist zones and one I’m an Engineer zone in our June 2013 event.

Why STFC funds us

Chris Woolford, STFC Science in Society Office Manager, talks about why STFC continues to fund I’m a Scientist, and in particular what they will gain from their most recently announced funding:

The IAS and IEng programmes reach out to a wide audience, some of whom may be a new audience to science, engage them with cutting edge STFC science & technology and could inspire the next generation of scientists and engineers.

With this continued funding from STFC (via our Public Engagement Large Awards Scheme), I’m a Scientist and I’m and Engineer Get me out of here will create 27 STFC zones with 135 STFC facility users and will engage with 9,000 secondary school pupils across the UK. These pupils will be able to interact with scientists working on world leading facilities such as the Central Laser Facility, which carries out its work using the world’s most powerful, most intense and fastest lasers, the Diamond Light Source where beams of light are used to study solids, liquids and gasses to gain information on their atomic & molecular composition and ISIS, which uses neutron and muon particles to reveal the link between the invisible world of atoms and the world of everyday life.”

Cutting edge research topics

STFC-funded zone scientists have included those working with lasers, image is an AVLIS laser by LeastCommonAncestor for Wikimedia

STFC-funded zone scientists have included those working with lasers, image is an AVLIS laser by LeastCommonAncestor for Wikimedia

Since 2011, 35 STFC-funded zone scientists, from accelerator physicists to software scientists, have given nearly 4,000 answers to over 1,500 student questions. The range of questions asked is huge, from could we sleep without eyelids? to what shape are raindrops? Nanobites, gravity and evolution have all been covered, alongside can we cryogenically freeze someone then bring them back to life again? and questions on the Earth’s oxygen supply and whether you can survive with only half a brain.

There’s been talk of inventions, discoveries and challenging stereotypes, alongside lots of zone-specific science questions, including: How fast can lava get when spurting from a volcano? Are crystals living organisms? and What’s the strongest material? 

STFC has recently committed to supporting both I’m a Scientist and I’m an Engineer zones until March 2016, enabling even more students to learn about cutting edge topics from top scientists.

STFC-funded zones to date

November 2011 – Subatomic Zone and Zinc Zone

March 2012 – Electromagnetic Zone (evaluation)

June 2013 – Crystallography Zone (evaluation), Extreme Speed Zone (evaluation), New Materials Zone (evaluation) and Detection Zone (evaluation)

Future funding

We’re looking forward to continuing to work with STFC so students can learn from scientists working at their world-leading facilities. If you think your organisation would benefit from connecting scientists directly with students all over the country too, please get in contact with us: email shane@gallomanor.com or phone 01225 326892.

Posted on August 9, 2013 in Case Study | Leave a comment

I’m a Scientist and RCUK

logoResearch Councils UK (RCUK) first funded an I’m a Scientist zone in June 2011 when its Lifelong Health and Wellbeing programme supported the Healthy Ageing Zone. In March 2012 the RCUK Energy programme funded the Energy Zone, and in March 2013 the RCUK Digital Economy programme supported the Digital Zone.

Why RCUK funds us

Ruth Williams, Senior Policy Manager for Public Engagement with Research at RCUK, explains why RCUK chooses to continue funding zones in I’m a Scientist:

RCUK has provided funding for I’m a Scientist in order to provide RCUK researchers with a platform to engage young people in their research and develop transferrable skills such as communication. A key aim for RCUK is to encourage engagement between young people and researchers to inspire, enthuse and motivate the next generation of researchers and enable more young people to act as informed citizens. I’m a Scientist gives young people a flavour of life as a researcher and engages them with some of the cutting-edge research funded by RCUK in areas such as healthy ageing, energy, digital economy, space and food science.”

Inspiring the next generation

From DNA damage in the Healthy Ageing Zone to computer games in the Digital Zone, image by Fæ for Wikimedia

Gaming questions were popular in the Digital Zone, while DNA damage was a hot topic in the Healthy Ageing Zone, image by Fæ for Wikimedia

A zone a year since 2011 means that RCUK funding has so far brought 15 scientists together with well over 600 students. The scientists, including a statistical geneticist, professor of organic chemistry, digital research engineer and senior lecturer in computer science, to name but a few, have given in excess of 1,400 answers to over 1,000 student questions.

Specific topics covered include the effects of video games on social skills, the generation of energy using nuclear fusion, and the science of ageing diseases such as Alzheimer’s. Personal questions to the scientists and a whole range of broader science questions on everything from animals to space have allowed students to discover just what it means to be a scientist. 

RCUK-funded zones to date

June 2011 – Healthy Ageing Zone

March 2012 – Energy Zone (evaluation)

March 2013 – Digital Zone (evaluation)

Future funding

We hope to continue working with RCUK to inspire the next generation of scientists and to inform future citizens. If bringing students and scientists together is something that could benefit your organisation, please get in contact with us: email shane@gallomanor.com or phone 01225 326892.

Posted on May 8, 2013 in Case Study | Leave a comment

I’m a Scientist and IOP

IOPThe Institute of Physics (IOP) has been funding zones in I’m a Scientist events since March 2011. Within two years it has funded three Space Zones, two Quantum Zones and a Laser Zone, Earth Zone and Medical Physics Zone.

Why IOP funds us

Taj Bhutta, IOP Careers and Student Officer, explains why IOP continues to support I’m a Scientist:

It’s a new way of reaching students who are making that all important decision about what to study at A-level or university. Although traditional careers fairs and outreach activities work well at local level, I’m a Scientist has things going for it that make it an attractive proposition; it works across the UK, we have a reasonable guarantee that the scientists involved will be good communicators and we can target specific groups of students in order to widen participation.

This year we are giving priority to students from the 400+ partner schools of the Stimulating Physics Network (SPN). The SPN is a project funded by the Department for Education and managed by the IOP to increase the uptake of A-level physics, and each SPN Partner School has committed to this objective, working with a dedicated Teaching and Learning Coach to develop pupils’ experience of physics. Another advantage of online engagement is that the data, in terms of number of students engaged, is readily available and so we can have a real measure of impact.”

Broad range of scientists and topics

From Earth to space, particles to planets and technology to healthcare, IOP-funded zones have covered it all! Image by Werieth for Wikimedia

From Earth to space, particles to planets and technology to healthcare, IOP-funded zones have covered it all! Image by Werieth for Wikimedia

To date, 40 IOP-funded zone scientists have given over 5,500 answers in response to over 3,500 questions asked by nearly 3,000 students, covering everything from the future of space travel to a career in medical physics. Thanks to the IOP’s funding we’ve been able to run over 100 live chats, giving students the opportunity to chat to scientists from a whole range of different backgrounds.

We’ve had a nuclear physicist, palaeoclimatologist, computer scientist, analytical geochemist, astronomer, seismologist, radiotherapy physicist, astrophysicist and many other types of scientist taking part. Questions have ranged from the scientific and career-minded to the personal and philosophical, including what do you think the biggest mystery about space is?, what precautions do you use while experimenting with radioactive substances? and is it possible to have an anti-photon?

IOP-funded zones to date

March 2011 – Space Zone

June 2011 – Quantum Zone

March 2012 – Space Zone (evaluation) and Quantum Zone (evaluation)

June 2012 – Laser Zone (evaluation) and Earth Zone (evaluation)

March 2013 – Space Zone (evaluation) and Medical Physics Zone (evaluation)

Future funding

We hope to continue working with IOP to engage more students with physics and science generally. We’re always looking for new funding partners to extend the range of science topics covered by our zones, so if you think your organisation would benefit from connecting scientists directly with students all over the country, please do get in touch: email shane@gallomanor.com or phone 01225 326892.

Posted on April 10, 2013 in Case Study | Leave a comment