Immersive Storyworlds in a Pop-Up Science Program

• In Event: "STEAM" Programs: Equitable Approaches to Transdisciplinary Informal Environments

Abstract

Objectives: The two-year study investigated how a science engagement program, based in the US and UK, integrated science, immersive storyworlds, and visual design to engage young adults in science conversations. We asked: How do immersive storyworlds operate to attract and engage non-science seeking young adults in science conversations? In what ways do immersive storyworlds afford opportunities for participants to see science in relationship to themselves?

Perspective: Adopting ecological and socio-cultural theoretical lenses, we conceptualized learning as a process that develops over time and setting, marked by deepening interest, identity, and understanding (Barron, 2006; Herrenkohl & Mertl, 2010; Nasir et al., 2014; NRC, 2009). We focused on the potential of short-term, semi-scripted public engagements for supporting the development of science identities. Holland et al. (1998) note the importance of improvisational opportunities for people, of all ages, to undertake activities “in the moment.” Through such socially-situated improvisations, people develop a set of heuristics that can support the emergence of identity and agency. We draw also on analyses of immersive storyworlds as a context for supporting identity development (Jenkins, 2006, 2009).

Methods and Data Sources: We collected video of 48 social units, involving a total of 134 individuals, participating as customers at the Entomophatron, a 1950s style diner serving insects for human consumption set unexpectedly at a country fair. Scientific conversations related to agricultural production, insect protein, and environmental sustainability. Video were coded for storyworld (conceit, role, routine, prop); emotion (apprehension or curiosity); scientific practices and scientific ideas; and belonging (e.g., encouraging, playing along, sharing past histories). We ran descriptive analytics of frequencies of coded exchanges (instances and percentages of total conversation, within interactions and by duration). We considered adjacent two-point correlation functions for successive entries; i.e., where two particular codes appeared immediately next to each other. We conducted a chi-square analysis on both the individual codes and the two-point correlated pairs to determine the likelihood that results were due to chance.

Results: We found that storyworlds successfully attracted attention and triggered emotional responses that ranged from curiosity to apprehension which then led to participation in the activities. The social nature of the experience encouraged and sustained participation. More sustained participation led to a larger number of scientific exchanges. In all cases there were science exchanges, and in longer events there were more. Scientific exchanges were highly correlated with various dimensions of belonging. These findings suggest that the immersive storyworld may be a productive strategy for supporting a sense of belonging in science, particularly for those who are not necessarily seeking out opportunities to engage in science activities and conversation.

Significance: We posit that the study provides insights into how edgy public science events, and in particular immersive storyworlds, can operate to engage the public with socio-scientific ideas and support meaningful science dialogue. The details provided here expand the knowledge base for future studies in this genre of science communication.

Authors

• Bronwyn Bevan, University of Washington

• Mark Rosin

• Jen Wong