As the world becomes more technologically connected, science communicators have really expanded their networks. From blog posts such as this one, to discussing the next vaccination platforms on TEDx, and to sharing quick facts on X or Instagram about the new weight loss drugs; we as scientists are excelling at getting information out into the world quickly.
Though these advances are great for sharing the power of knowledge within the early adult to elder community, we fail to share this knowledge with the youngest scientists of all. Children are born naturally curious and are constantly asking questions about the world around them. This natural curiosity and willingness to ask questions by default makes children our youngest scientists. Most, if not all, of our current scientific understanding is driven by these early instincts to be curious and to ask questions.
As adults, we should foster this curiosity and allow them to know early on that it is okay not to know the answers to everything, and that no question isn’t worth answering. As many children enter grade school, they begin to lose this curiosity and confidence to ask questions, and this phenomenon is exacerbated in lower income and lower socioeconomic schools. In fact, a recent survey found that a majority of kids from the ages of 12-18 are very interested in STEM related careers, but the same survey found that students, parents, and teachers feel schools are not doing a good job at preparing kids for STEM careers. Another study has shown that 69% of elementary school teachers did not feel prepared to teach science related lessons in class.
This trend becomes clearer since reports show that elementary students only spend around 20 minutes per day on science compared to 60 on math and 90 in reading and language arts. The average time spent on science decreases even more when you consider schools located in lower socioeconomic environments. Spending such little time in the classroom on science will not only decrease the number of students interested in STEM related fields, but it will also hinder a way of thinking for the next generations.
What is not often considered is that science is more than a subject– science gives us a structured way to answer questions by using the scientific method and it nurtures our curiosity, which is needed for innovation.
As we face future pandemics, global climate changes, and the advancement of AI, we need our younger generations to be well equipped to solve many complex issues, and to be innovative enough to drive future advances.
For multiple years I have participated in science outreach programs such as Skype a Scientist and Letters to a Pre-Scientist while also participating in many career days and science fairs at local elementary schools. What I have observed throughout these programs and opportunities is that there is a clear disparity in the science education a child is receiving at a lower socioeconomic school.
For instance, I once wrote letters to a student from a disadvantaged background whose school had no formal science classes in the previous two years. This student was very interested in what I did as a scientist, but felt as if it was impossible for them because they were receiving no formal science education. Once the student understood that to be a scientist all you needed to do was to ask questions and to be curious, they became interested in more medical-based careers.
Last year, I was able to participate in a citywide science outreach event in San Antonio, called ¡Viva Science!. I had a booth that allowed children to isolate DNA from a strawberry. So many kids were interested in this booth that I had to ask a friend to go bring me more strawberries! Through these experiences I have learned that children do want to be curious, and they do want to ask questions, they just need the support and guidance to foster these desires.
As science communicators, we can use this curiosity to empower the next generations to never stop asking questions. Though this seems like a large task to put on scientists, I would argue it is no different than communicating our science to our own generations, as children are eager to learn and are excited to share curiosity.
Some ways us as scientists can make a small difference would be to contact your local public schools to ask if they can have you come in to speak about your career or if they already have a career day you can participate in. If you are present on social media, you can make content that is aimed at parents getting their kids excited about science such as posting at home science experiments or sharing the NIH free science education coloring pages. If you have a bit more time, I highly encourage all scientists to get involved with nonprofits that aim to increase science in the classroom of lower income schools, such as Letters to a Pre-Scientist.
Be the person you wish you would have had when you were a young scientist. Representation does matter in STEM. Children who come from lower socioeconomic backgrounds or identify as being historically marginalized would love to see people in science look like them and/or have a similar background. Get out of your comfort zone and share your science knowledge with the youngest scientists of all, they deserve to stay curious and they deserve to know they belong in science.
Leave a Reply