Problem addressed

The project aims to mitigate the low levels of scientific literacy in Portugal, as well as their consequences. Data from PISA 2022 shows a significant drop in science and math results compared to 2018, as well as an increase in “low performers” and a drop in 6th grade science literacy levels. 

Low scientific literacy is most evident in places that are under-served in terms of access to science and quality education, and in areas that are less privileged in socio-economic terms. It is known that the most disadvantaged children are 2.8 times more likely to fail to achieve average competences in science (OECD, 2022) and that inequalities in education persist in Portugal, with geographical location and socio-economic background being major factors. 

Non-formal science education initiatives, such as the one proposed here, play a key role in improving scientific literacy and developing skills. The program is innovative, encompassing hands-on science workshops and direct interaction of children at a particularly relevant age with scientists who serve as role models. The initiative aims to increase science capital in Portugal by increasing exposure to science, decreasing the number of children from vulnerable backgrounds who have never met/interacted with a scientist; and contributing to the strengthening of children's skills and resources, such as the acquisition of new knowledge and greater motivation for experimentation and study, empowering them for learning, knowledge, experimentation, critical thinking, problem solving and personal development and fulfillment.

Innovative solution

This project is innovative, even more so in the Portuguese context. It makes use of the Science Capital Teaching Approach (Prof. Louise Archer, UK), which doesn't see children as an empty vessel to be filled with content, and it promotes science as a vehicle for social justice. The focus is on children creating relevant connections with science and being co-creators in the acquisition of knowledge through interaction with “real scientists”.

The project is also based on the innovative concept of Circular Education, fostering the idea of giving back to our community. By implementing these concepts through an educational programme, it makes it possible to reach schools with less access to science/extracurricular activities, helping to transform vicious cycles into virtuous ones, through contact with scientists with whom the children can easily relate (from the same background). Both concepts have been tested and validated as promoters of social justice and are being implemented in Portugal for the first time. 

The programme also promotes the decentralisation in access to science, new teaching methods and bridges the gap between science and society, involving the community.

Key results and benefits

Our project aims to reduce inequalities (SDG 10) and promote quality education (SDG 4) for all children, despite their background. We also involve other groups: teachers, policymakers, media and research institutions, as well as private corporations/ foundations whose objectives align with ours, promoting SDG 17, “Partnerships for Goals”. 

The project was launched on September 8, 2021, in rural communities in Portugal, having been implemented in the 2021/22 school year for the first time. In 2022/23 and 2023/24, we doubled the number of children who interacted with a scientist from their hometown, intending to develop a good consolidation plan. This school year, we’ve involved more than 100 scientists, expecting to reach ~4.500 children. Based on our financial sustainability plan, we suggest the project can be escalated and replicated in other contexts because (1) municipalities are interested in supporting it; (2) the municipalities that first get the project for free are more keen on supporting it; (3) we are successfully scaling it, with external supports and more recognition. 
In the medium term, we want to make Portugal the first country where no child goes through primary education without ever meeting a scientist. In the long term, considering the first 4 editions and the interest from other countries (in Europe and out), we consider the idea of replicating or developing similar programmes in other countries.

Since 2021, we’ve reached over 5.000 children in Portugal mainland and islands. Impact data show children’s curiosity and scientific knowledge increased (96% are learning something new). Additionally, as they easily relate to the scientists, they deconstruct stereotypes about science (“very hard/boring”) and scientists (“white man with grey hair in the lab”), having more accurate visions, and perceive science as relevant to them. Impact also shows we are reaching areas with less exposure to science, since ~70% of the participating children are meeting a scientist for the first time in their lives. The project also helps shift public perceptions of who belongs in science, especially among girls and children from low-income or migrant families, contributing to gender equality and social inclusion. Last year, 76% of children reported “they could be a scientist” if they wanted to. We believe that by developing this connection and broadening horizons, we help break vicious circles of poverty.

Potential for mainstreaming

The core concept of "Circular Education" and bringing scientists back to their hometown schools is a model that can be replicated in other regions or countries with similar challenges in science education and access. Moreover, some foreign enteties have already demonstrated their interest in bringing the porgram to contries as Spain, Italy, Greece and even Guinea-Bissau. 

Additionally, the program has shown significant positive impact on scientific literacy, deconstructing stereotypes, inspiring children, and tackling education inequities in underserved communities. The measurable results and impact assessment reports provide evidence of its effectiveness, which is crucial for convincing others to adopt the model. The involvement and content of various stakeholders, including teachers, policymakers, local media, and research institutions, indicates the program's potential to be integrated into the broader educational and scientific ecosystem. Partnerships with organizations and foundations also contribute to its sustainability and potential for wider adoption.

The program addresses critical issues such as inequities in access to science and quality education, low scientific literacy, and stereotypes about science and scientists. These are challenges faced by many communities, making the program's solution relevant and potentially adoptable in different contexts. The program has scaled in different Portuguese regions, keeping its positive results and impact.