The Power of Science Outreach-Conscious Teachers

Science outreach programs at universities have a commitment to increase student participation, in alignment with overarching goals addressing workforce shortages and broadening representation in science. However, as science departments in higher education are negotiating access to classrooms, an obvious partner is being overlooked: teachers. Social marketing’s Client Principle regarding impactful behavioural change emphasises the importance of gaining a deep understanding of the specific group you aim to impact. In this respect, teachers are exceptionally well positioned to achieve this understanding, compared to some outreach practices, that parachute science engagement sporadically into the classroom. Teachers possess proximity, permanence, and a strong grasp of pedagogical theory, and as such are a powerful presence to influence change. In our work as teacher educators of science teachers over the years, we have found great value in educating student teachers about pedagogical theories that promote science engagement, such as the multiple dimensions of science capital theory. This article explores two particular dimensions. Firstly, the establishment of professional development pathways through teachers’ active engagement with both industry and university settings, to promote career pathways in science-related fields. Secondly, the article delves into the integration of hook pedagogy and cognitive load theory, focusing on how these methods can effectively merge new knowledge with students’ existing cognitive frameworks.