Alongside Lucas P. Butler, SLRG members Lombardi, Sinatra, and Bailey published a paper which proposes a new framework for how scientific thinking develops by integrating research on conceptual change, credibility assessment, science engagement, and active STEM learning. It underscores the importance of collaboration in scientific communities and increasing scientific literacy for all.

Dr. Donna Governor and colleagues recently published a study that suggests science fiction conventions offer an untapped platform for science engagement and learning. Survey results from 241 attendees revealed that non-STEM individuals who attended science track sessions reported higher interest in science than those who did not. Moreover, 66% of science track participants indicated they plan to apply what they learned in personal contexts. The findings point to sci-fi conventions as vital, accessible spaces for diverse science communication and education.

The duo successfully published an article on Model-Evidence Link (MEL) diagrams. Engaging students in scientific argumentation through socioscientific issues not only sharpens their critical thinking skills, but also fosters active listening and social collaboration. MEL diagrams serve as powerful scaffolds in this process, helping learners make connections between evidence and competing scientific explanations. These tools improve students’ scientific understanding and offer valuable insights into how they negotiate consensus.