Inclusive Outreach Activity Targeting Negative Alternate Conceptions of Chemistry

Chemistry outreach has an important role in building trust between scientists, scientific research, and the public. Ensuring that chemistry outreach is relevant and inclusive to diverse participants is necessary to achieve genuine inclusion of individuals from minoritized groups. We describe the des...

Full description

Saved in:
Bibliographic Details
Published inJournal of chemical education Vol. 99; no. 5; pp. 1827 - 1837
Main Authors Palmer, Alex L., Sarju, Julia P.
Format Journal Article
LanguageEnglish
Published Easton American Chemical Society and Division of Chemical Education, Inc 10.05.2022
American Chemical Society
Subjects
Attitudes
Chemistry
Cognitive load
Constructivism
Constructivism (Learning)
Critical theory
Critical thinking
Feedback
Inclusive education
Organic Chemistry
Outreach services
Positive feedback
Scientific Research
Thinking Skills
Trust (Psychology)
Workshops
Continuing Education
Applications of Chemistry
Misconceptions/Discrepant Events
Minorities in Chemistry
Public Understanding/Outreach
Problem Solving/Decision Making
Collaborative/Cooperative Learning
General Public
Philosophy
Constructivism
Online AccessGet full text

Cover

More Information
Summary:Chemistry outreach has an important role in building trust between scientists, scientific research, and the public. Ensuring that chemistry outreach is relevant and inclusive to diverse participants is necessary to achieve genuine inclusion of individuals from minoritized groups. We describe the design, delivery, and evaluation of an outreach workshop developed to challenge negative alternative conceptions of chemistry, counter chemophobia, and develop critical thinking skills. This was developed with the principles of equality, diversity, and inclusion at its core, designed for and delivered to participants from marginalized groups that are underrepresented in the chemical sciences. The approach was informed by critical theory, constructivism, and cognitive load theory. Autobiographical critical reflections, thematic analysis of workshop transcripts, pre- and postquestionnaires, and participant feedback (N = 7, response rate = 100%) were used to evaluate the activity and identify recommendations for practitioners. The activity received positive feedback from participants, who were able to demonstrate identification and critical analysis of chemophobic attitudes.
ISSN:0021-9584
1938-1328
DOI:10.1021/acs.jchemed.1c00400