Effects of a STEM-oriented lesson series aimed at inclusive and diverse education on primary school children’s perceptions of and sense of belonging in space science

Abstract

The number of women and underrepresented individuals workingin science, technology, engineering and mathematics (STEM)fieldsdoes not reflect the diversity of our societies. Even if children havean interest in STEM, they may not consider choosing a study orcareer in that direction if their perception is that they would notbelong in science. This study examines the effects of a STEMlesson series aimed at inclusivity and diversity on children’sperception and sense of belonging in space science. Before andafter the lesson series, childrenfilled out a questionnaire aimed ateliciting their perception of space science and space scientists.After the lessons, a subsample of children was interviewed aboutthe effects of the lesson series on the children’s perception andsense of belonging regarding space science. Six months after thelast lesson took place, children from two classesfilled out a shortsurvey with open questions to measure retention. The results ofthis study showed that the lesson series had a significant impacton children’s perception of space scientists, and that theimplementation of the lessons facilitated thinking about (a futurein) space science. This lesson series has succeeded in changingchildren’s perception of space scientists as a diverse andinternational group of people.