Globally, in the past two decades, societies have grappled with intricate societal challenges, such as the threats to public health and the repercussions of climate change, prompting an urgent need for citizens to actively pursue sustainability (UNESCO, 2020). Recent findings from the Organisation for Economic Co-operation and Development [OECD] (2021) underscore that, in navigating a post-truth era, individuals require not only cognitive skills but also transversal skills and attitudes acquired through lifelong learning to thrive. Addressing these pressing issues necessitates the cultivation of scientifically literate citizens capable of participating in public discourse, employing evidence-based reasoning, and making informed decisions to enhance the overall quality of life. Scientific thinking is identified as a means to develop these skills within the context of science education (Hazelkorn et al., 2015).

However, a persistent global concern revolves around the declined interest in science among students, with repercussions extending to the percentage of graduates in STEM education (26%), notably in Europe (OECD, 2019). Prior research (Drymiotou et al., 2021a) suggests that fostering students' interest in science and encouraging the pursuit of STEM careers can be achieved through active engagement in scientific practices with experts, establishing connections between STEM careers and curriculum topics, and contextualizing science concepts in real-life, personally relevant scenarios. Consequently, educational institutions play a pivotal role in providing such opportunities to students, nurturing them into responsible citizens.

To explore avenues for enhancing students’ interest in science, the present study focuses on investigating the potential of Open Schooling as part of the MULTIPLIERS project (https://multipliers-project.org/). Open Schooling, as conceptualized in this project, involves schools opening up to society through bidirectional collaboration with various stakeholders. This collaboration aims to (a) improve community well-being by raising awareness and co-creating solutions to both personal and socially relevant problems; (b) engage in inquiry processes, knowledge construction, creative action, and dissemination at local and global levels; and (c) enrich school curricula and pedagogical approaches while promoting meaningful learning and competence development (Constantinou & Papadouris, 2012). This conceptualization is based on a systematic review of good practices, including EU Open Schooling Calls, EU-funded projects, initiatives in partner countries, and relevant articles, coupled with a needs analysis conducted through focus group interviews with 45 stakeholders.

Guided by this theoretically and empirically rooted conceptualization, the study developed a framework for an Open Schooling Teaching-Learning Sequence (TLS) (Papadouris & Constantinou, 2016, 2017). Consequently, the study aims to investigate the potential of open-schooling educational actions in enhancing students’ interest in science and their understanding of science careers. The research question guiding this investigation is:

Do open schooling educational actions influence:

(a)   students' interest in science?

(b)   students' career awareness?

Situated within the 'Design-Based Research' (DBR) paradigm (Brown, 1992), the study adopts a design-driven and intervention-focused approach. Collaboration among researchers, teachers, STEM experts, and civil society organizations is integral to the study, operating within the classroom environment and extending to the broader community. The research unfolds based on the open-schooling Teaching-Learning Sequence (TLS) framework, centering on the socio-scientific issue of Antimicrobial Resistance (AMR) within the teaching unit of 'Microbes and Disease' (Drymiotou & Constantinou, 2023). AMR poses a significant threat to health around the globe, placing lives at risk. Compelling evidence indicates that the escalating use of antibiotics, over-prescription, and overconsumption contribute to the rise of resistant bugs (European Centre for Disease Prevention and Control [ECDC], 2022). In the specific context of Cyprus, where this study is situated, the country ranks among the EU/EEA nations with the highest antibiotic consumption (ECDC, 2022). Education and informed action are crucial steps in addressing this critical issue. In this study, we present the implementation of the TLS which was collaboratively developed by researchers, teachers, and biology experts in classroom settings. The implementation involves 20 sessions, each lasting 50 minutes, excluding after-school hours, conducted in a secondary school in Cyprus with a group of 74 8th graders (13-14 years old) and two science teachers. To explore the impact of open schooling on students' interest and career awareness, a mixed-methods approach was employed, encompassing both quantitative and qualitative data collection methods. Quantitative data were gathered using a modified version of the Scenario Evaluation with Relevance and Interest (SERI) instrument developed by Kang et al. (2021). Complementary qualitative insights were obtained through semi-structured interviews with students after the intervention, focusing on the perceived value of their experience with the open schooling Teaching-Learning Sequence (TLS) in terms of enhancing their interest in science and their awareness of science careers. These student interviews were conducted post-intervention. Quantitative data were analysed using a pre- and post-data comparison to provide an overall indication of students’ interest in science and awareness about science careers. Qualitative data from the interviews with the students were analysed using open coding concerning the features that seemed to enhance interest and career awareness.

The findings of this research indicate that open schooling educational initiatives when compared to traditional school science, contribute to students' perception of genuine science as more enjoyable, interesting, relevant, and informative, particularly when these initiatives emphasise novelty, knowledge, and social connections. This preliminary study highlighted specific characteristics that heightened students' interest in science and awareness of potential careers, aligning with prior research (Drymiotou et al., 2021b). These include: (a) organising open schooling events in the broader community; (b) engaging with experts in an authentic setting; (c) participating in scientific practices; (d) promoting and disseminating knowledge, both in general and concerning societal challenges; and (e) encouraging group work and social interaction. These findings carry significant implications, offering valuable insights to: (a) shape the design of teaching and learning activities within open schooling; (b) advance the open schooling Teaching-Learning Sequence (TLS) framework; and (c) offer practical recommendations for curriculum design and classroom practices, aiming to enhance school science curricula and pedagogical approaches for increased student interest in science and awareness of science careers. It can be contended that these activities served as a gateway for students into authentic scientific experiences, establishing meaningful connections between theoretical knowledge and practical application.

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