Abstract:

School science is often perceived as theoretical and confined to textbooks, providing limited opportunities for students to engage with scientists or recognize the relevance of science in daily life. This challenge is particularly pronounced in rural schools with limited access to laboratories, research institutions and role models. As a result, students often perceive science as distant and inaccessible, contributing to low scientific literacy and disengagement.

Previous research has shown that structured, real-time interactions between scientists and students improve attitudes toward science, foster curiosity, and inspire further studies in science. However, implementing such initiatives in rural areas remains difficult due to limited resources and logistical constraints.

To address this, we developed a science-outreach framework in the rural School Cluster of Armamar, Portugal, connecting students and scientists through a “science speed-dating” model. Short, dialogue-based encounters promote curiosity, strengthen science literacy and humanize scientists. This low-cost, adaptable and replicable approach helps reduce educational and geographical inequalities in access to science. It includes two complementary strands for different educational stages:
A – Science Tapas (2025) involved four classes from the 9th (n=37) and 12th (n=27) grades (ages 15–18) and expanded the positive outcomes of the 2024 edition. Five researchers—representing Astronomy, Medicine, Science Communication/History, Chemistry and Food Science—led ten-minute rotations at “science tables,” using tangible materials to demonstrate real-world aspects of their work.
B- Science Talks (2025) extended the model to younger students, testing its adaptability to earlier developmental stages. Held during the School Cluster’s Cultural Week, it involved six classes from the 7th, 8th and 10th grades (n=33, 34, 31; ages 12–16). Six scientists from Sport Science, Microbiology, Archaeology, Entrepreneurship, Food Science and Science Communication led 20–25 minute classroom sessions that emphasized dialogue, demonstrations, hands-on exploration and real-world examples of their work.

Data collection combined short questionnaires that students completed immediately after the activity. Data were analyzed descriptively.
In Science Tapas, 91% of students reported greater willingness to learn more about science, and 89% felt more comfortable approaching scientists. About 86% discovered new scientific areas they had not considered, while 89% agreed that science can address everyday concerns. Open comments described it as a chance to “see science as part of real life” and “talk to scientists like ordinary people,” suggesting that direct, informal exchanges humanize scientific practice. In Science Talks, 93% reported that the activity helped them understand the usefulness of each field in daily life, and 91% discovered something new. Over 85% agreed that the sessions “awakened their curiosity about science”, indicating that dialogue-based engagement is effective in stimulating early scientific interest.

These findings demonstrate that the framework promotes positive perceptions of science and scientists across various educational stages, including in resource-constrained rural contexts. By bridging science with real-life experience through dialogue-based scientist encounters, students are helped to view science as attainable, relevant, and embedded in their everyday lives and community.

Keywords:

Rural education, Science literacy, STEM engagement, Science Speed-dating, Science education.