Empowering School Engagement: The Hidden Role of “Enablers” in Science Communication

A JCOM study highlights the key role of “enablers” in involving school students in science. Through programs like Darwin Day and Plastic Pirates, enablers bridge research and education by aligning goals, translating visions, applying theory, and evaluating engagement outcomes.

Bridging education and research through authentic participation

How can school students meaningfully participate in science beyond the classroom? A recent study by Tim Kiessling and colleagues published in the journal JCOM sheds light on the often-overlooked figures who make this possible — the enablers. Positioned between the worlds of research and education, enablers play a crucial role in transforming science engagement initiatives from simple outreach into genuine collaboration.

Drawing on two long-term German programs — Darwin Day, a science outreach event on evolutionary biology, and Plastic Pirates, a citizen science project on plastic pollution — the researchers identify four essential tasks that define the enabler’s work. These roles demonstrate the effectiveness of mediation in empowering students to become active contributors to science, rather than passive recipients.

1. Aligning Needs and Expectations

Engagement starts with understanding. In both programs, enablers facilitated dialogue between researchers, teachers, and students to harmonise differing goals. Through workshops and iterative discussions, they ensured that complex scientific content was accessible without being simplified, and that teachers’ curricular constraints and students’ motivations were fully integrated into the design.

2. Translating Different Visions of Science

A core challenge lies in reconciling diverse perceptions of what “doing science” means. Many students saw experiments as exercises with fixed outcomes, while teachers viewed them as open-ended inquiries. By identifying and addressing these gaps, enablers developed educational materials emphasising uncertainty, collaboration, and the iterative nature of real research.

3. Guiding Design Through Educational Theory

The study shows how theory-driven design strengthens engagement. Darwin Day adopted the Family Resemblance Approach to portray science as a multifaceted human endeavour. At the same time, Plastic Pirates applied the AAAS Logic Model for Public Engagement to link short-term participation with long-term scientific literacy and environmental awareness. In both cases, theory-grounded practice.

4. Evaluating Success Beyond Numbers

Impact in science communication cannot be measured by attendance alone. Enablers in these programs used focus groups, surveys, and peer-reviewed validation to assess outcomes — from improving dialogue during lectures to ensuring the scientific reliability of citizen-generated data. This approach reframes success as mutual learning rather than mere visibility.

Building Bridges, Not Boundaries

The authors argue that being an enabler requires self-awareness: understanding one’s mediating role between research, education, and public participation. Institutional recognition and support are vital for this role to thrive, especially as schools increasingly become spaces for co-created science experiences.

By articulating these four interconnected tasks, the study provides a roadmap for anyone working at the intersection of science, education, and engagement. Whether in classrooms, citizen science projects, or museum programs, the enabler’s approach — reflective, collaborative, and theory-informed — offers a model for a more participatory future of science communication.

Further reading

Kiessling, T. et al. (2025). How can we enable school students to learn and participate in science engagement initiatives? Roles and tasks of enablers. Journal of Science Communication, 24(04), N02. DOI: 10.22323/148020250716165543