Ten simple rules for scientists getting started in science education

PLoS Computational Biology, vol. 17, pp. e1009556

Abstract

ntroductionScientists from research institutes, universities, and government labs can participate in diverse education efforts with schools, museums, after-school programs, clubs, and affinity groups such as scouts.Researchers often feel that they are well prepared to engage with the educational system by virtue of having been students, parents, lecturers, university course creators, and museum goers.However, it needs to be remembered that being on the receiving end of a service (e.g., as a student or a medical patient) is not always sufficient preparation for being on the delivering end (as a classroom teacher or a medical doctor), especially when new challenges and approaches are needed.The Dunning-Kruger effect may also be operating.This is where a person's knowledge in areas outside their expertise is more limited than they appreciate, as is their own understanding of what they do not know.We are 2 scientists working in dozens of countries specializing in the design, delivery, and evaluation of education and community engagement (ECE) programs in scientific research organizations [1].Over decades, we have appreciated working in the field of ECE with many scientists who have excellent communication skills, broad perspectives, and oodles of enthusiasm, energy, and idealism.Most scientists, however, still need additional guidance and training in their roles as education program participants or as supporters, managers, and promoters of these programs.Fortunately, these programs are becoming more common.Programs such as Portal to the Public, with empirical evidence for their effectiveness, are designed to remediate this situation by providing professional development for scientists participating in museum programs [2].We rely on research that evaluates evidence-based practices to inform our work in the challenging area of improving science education practices in complex system with deep needs and some long-standing problems.The National Aeronautics and Space Administration (NAU : PleasenotethatNASAhasbeendefinedasN ASA) astronaut, George "Pinky" Nelson, who has worked both in science research and in science education reform, described the latter effort as "It is not rocket science-it is much harder!"[3].From our experiences both in research and development in university and industry settings and in working to improve the science education system worldwide, we heartily agree with his summary!These 10 rules can make it easier for you as a scientist to work productively and efficiently in educational activities, minimizing your frustration and maximizing impact and personal satisfaction.The following 10 rules blend our knowledge of the research literature with the most important lessons learned from our decades-long practices of creating and running wellevaluated projects that field-test evidence-based science education practices and strategies.

Authors 2

1. Stephen M. Pompea corresponding Aachen Leiden Observatory

   Leiden University · University of Arizona · Leiden Observatory · NSF NOIRLab

   Affiliation as printed

   Department of Astronomy and Steward Observatory, University of Arizona, Tucson, Arizona, United States of America

   James C. Wyant College of Optical Sciences, University of Arizona, Tucson, Arizona, United States of America

   Leiden Observatory, Leiden University, Leiden, the Netherlands

   NSF's NOIRLab, Tucson, Arizona, United States of America

   NSF’s NOIRLab, Tucson, Arizona, United States of America

2. Pedro Russo Aachen Department of Science Communication & Society and Leiden Observatory

   Leiden University · Leiden Observatory

   Affiliation as printed

   Department of Science Communication & Society and Leiden Observatory, Leiden University, Leiden, the Netherlands