Education and public engagement using an active research project: lessons and recipes from the SEA-SEIS North Atlantic Expedition's programme for Irish schools

• Published in: Geoscience communication (Online) 2019-10, Vol.2 (2), p.143-155
• Main Authors: Lebedev, Sergei, Bonadio, Raffaele, Gómez-García, Clara, de Laat, Janneke I., Bérdi, Laura, Chagas de Melo, Bruna, Farrell, Daniel, Stalling, David, Tirel, Céline, Collins, Louise, McCarthy, Sadhbh, O'Donoghue, Brendan, Schwenk, Arne, Smyth, Mick, Bean, Christopher J.
• Format: Article
• Language: English
• Subjects: Careers; Fieldwork; Mathematical models; Offshore engineering; Offshore structures; Public participation; Research projects; Researchers; Schedules; Schools; Scientists; Seismicity; Seismographs; Ships; STEM education; Students; Teachers
• ISSN: 2569-7110; 2569-7102; 2569-7110
• DOI: 10.5194/gc-2-143-2019

An exciting research project, for example with an unusual field component, presents a unique opportunity for education and public engagement (EPE). The adventure aspect of the fieldwork and the drive and creativity of the researchers can combine to produce effective, novel EPE approaches. Engagement with schools, in particular, can have a profound impact, showing the students how science works in practice, encouraging them to study science, and broadening their career perspectives. The project SEA-SEIS (Structure, Evolution And Seismicity of the Irish offshore, https://www.sea-seis.ie, last access: 6 October 2019) kicked off in 2018 with a 3-week expedition on the research vessel (RV) Celtic Explorer in the North Atlantic. Secondary and primary school students were invited to participate and help scientists in the research project, which got the students enthusiastically engaged. In a nation-wide competition before the expedition, schools from across Ireland gave names to each of the seismometers. During the expedition, teachers were invited to sign up for live, ship-to-class video link-ups, and 18 of these were conducted. The follow-up survey showed that the engagement was not only exciting but encouraged the students' interest in science, technology, engineering, and mathematics (STEM) and STEM-related careers. With most of the lead presenting scientists on the ship being female, both girls and boys in the classrooms were presented with engaging role models. After the expedition, the programme continued with follow-up, geoscience-themed competitions (a song-and-rap one for secondary and a drawing one for primary schools). Many of the programme's best ideas came from teachers, who were its key co-creators. The activities were developed by a diverse team including scientists and engineers, teachers, a journalist, and a sound artist. The programme's success in engaging and inspiring school students illustrates the EPE potential of active research projects. The programme shows how research projects and the researchers working on them are a rich resource for EPE, highlights the importance of an EPE team with diverse backgrounds and expertise, and demonstrates the value of co-creation by the EPE team, teachers, and school students. It also provides a template for a multifaceted EPE programme that school teachers can use with flexibility, without extra strain on their teaching schedules. The outcomes of an EPE programme coupled with research projects can includ