Understanding how scientists live and work connects students to science. Students can envision themselves as scientists when they relate to similar aspects they share with a scientist. Personal stories of scientists, including where they are from and the possible struggles they faced, humanizes them and allows students to see themselves in their role.
Galileo stands out to me; his scientific inquiry intertwined with life lessons. He did not accept what others believed until testing theories himself. The concept of seeking proof through experimenting engages students with the scientific method. Galileo's experiments of rolling objects down ramps to study speed and time, as well as dropping objects off of towers, demonstrates that skepticism mixed with curiosity, well-designed experiments, and simple tools lead to discoveries. As a result of these types of stories, students feel empowered through hands-on, scientific investigations and overcome preconceived notions of how scientists work.
It is important for students to learn about the lives of scientists rather than just their work. If students see themselves in someone, from the same background, then there is connectedness. Underserved students may not see themselves in STEM careers because they do not see or hear about people like them in STEM roles. Culturally and lingually diverse students would feel more confident about taking a STEM path when learning about scientists that are diverse or that share part of their story. When teaching a diverse group, highlight scientists that share a similar background. A background can include culture, customs, race, ethnicity, religion, country of origin, family values, type of community, family dynamics, gender, and childhood experiences. It is also important for female students to learn about female scientists. In fact, all types of diverse scientists should be highlighted, even if some do not represent your student population, to promote positive social justice. All students need to see and respect those in the STEM fields that do not fit the typical or historical backgrounds of those STEM professionals that are most often highlighted in books and movies. Diverse populations are more likely to be accepted and encouraged to take STEM paths as well as get hired in STEM fields when others break their stereotypes.
Students can find things to relate to with scientists on a personal level through an exploratory scavenger hunt for scientists. Current scientists and mathematicians should also be highlighted. There are scientists, engineers, and medical professionals all around us. Make connections in the community, and have a monthly ten-minute video conference with a local scientist, who shares information about their career. On a weekly basis, display a current article or blurb from a website that highlights the work and comments of someone who is doing science and math. For example, a scientist from the CDC may be informing the public about advancements of medical diagnoses or vaccines. Students should connect to current STEM professionals, rather than just historical scientists, to make STEM relatable and engaging, in turn, increasing the number of students choosing STEM careers.
I have included some resources below to get you started in a science scavenger hunt. Be sure to include some current event articles that highlight the work of today's diverse scientists.
Biography Online. (n.d.). Famous scientists. https://www.biographyonline.net/scientists.html
Famous Scientists: The Art of Genius. (n.d.). Famous scientists. https://www.famousscientists.org/
Famous Scientists: The Art of Genius. (n.d.). Our most popular scientists – Top 100. https://www.famousscientists.org/popular/
References
Buxton, C. A., & Provenzo, E. F., Jr. (2010). Teaching science in elementary and middle school: A cognitive and cultural approach (2nd ed.). SAGE.
Johnson, G. (2002, September 24). Here they are, science’s 10 most beautiful experiments. The New York Times. https://www.nytimes.com/2002/09/24/science/here-they-are-science-s-10-most-beautiful-experiments.html
Traurig, A., & Feller, R. (2009). Preparing students for STEM careers. National Career Development Association. https://www.ncda.org/aws/NCDA/pt/sd/news_article/6234/_PARENT/CC_layout_details/false