Participate and share: Poster 
Research shows that as students approach upper elementary, they enjoy “doing science” but many do not see themselves as “being scientists'' because they do not fit the image they have of a scientist.Using Flip, students are able to research and interview experts in a list of careers pre-selected by the class. The purpose of this presentation is to explain how the Hidden Science project allows students to examine how a diverse field of professionals in a multitude of careers “do science” in their jobs. At the conclusion of this unit, students were able to explore a library of video research projects to expand how they view science and scientists.
Participants will learn how to organize a collaborative video research project using Flip to maximize collaboration and learning. Planning templates will be provided to help students design videos to respond to the prompts 1) Types of jobs for that career 2) Summary 3) Questions for an expert with this career 4) Hidden science in this career.
To evaluate effectiveness, students exit tickets were utilized. Participants will have access to a blank template as well as data from action research conducted by the presenter.
As a poster session, the presentation will cycle through the following topics over about 10-15 minutes. I will have visuals and QR codes to link to resources.
1. Hidden Science Project overview
Group video research projects created using Flip
b) Connects students with experts in a variety of careers selected by students
2. Problem/Solution - Why Hidden Science?
a) Show students that experts of all genders, races, and ages use science regardless of their careers
b) Highlight the “hidden science” in careers that students do not associate with being scientists
3. Explanation of project scheduling
Share suggested timeline
b) Discuss possible modifications
4. Overview of student videos
a) Types of jobs for that career
Summary of career
Questions for an expert
Hidden science of that career
Thank you reflection
5. Expert Videos
a) Recruiting career experts
b) Value of expert videos
c) Logistics
6. Slideshow of culminating products.
7. Action Research Findings
a) Exit ticket data
b) Analysis of “Thank You Reflection” videos
8. Resources for replicating the project and link to electronic resources
a) A QR Code will link to a folder containing the presentation, photos, videos, and other resource
b) Information post cards will be shared containing presenter content information and resource folder link
If this is converted to an interactive presentation, I will elaborate more and share examples from the resource folder throughout sections. I will also add both a back channel and hands on stations for participants to explore the types of activities that students did during the Hidden Science Project.
Shin, D. D., Lee, M., Ha, J. E., Park, J. H., Ahn, H. S., Son, E., Chung, Y., & Bong, M. (2019). Science for all: Boosting the science motivation of elementary school students with utility value intervention. Learning and Instruction, 60, 104–116. https://doi.org/10.1016/j.learninstruc.2018.12.003
Peterson, B. (2020). Building STEM Career Interest through Curriculum Treatments. Journal of STEM Education: Innovations and Research, 21(1), 64–73.
Jones, L. K., & Hite, R. L. (2021). A global comparison of the circumscription and compromise theory of career development in science career aspirations. School Science & Mathematics, 121(7), 381–394. https://doi.org/10.1111/ssm.12492
Master, A. (2021). Gender Stereotypes Influence Children’s STEM Motivation. In Grantee Sub
Rhodes, Leslie, S.-J., Yee, K. M., & Saunders, K. (2019). Subtle Linguistic Cues Increase Girls’ Engagement in Science. Psychological Science, 30(3), 455–466.mission. Grantee Submission.
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