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• Date of publication Feb 11, 2026 Category: Practice Insight

  Exploring science with children from under-represented groups through shared interests: Insights from a decade of practice

  by Laura Hobbs , Sarah Behenna , Carly Stevens , Calum Hartley

  Through a series of projects dating back to 2015, the Science Hunters programme has delivered eight ‘Minecraft Clubs’ to engage children with Special Educational Needs, care-experienced children, and children in low socioeconomic status areas with science, technology, engineering, and maths. Science concepts are used as themes to build around, rather than the key focus of the activity, which is communal gameplay and having fun. Delivery has been developed through reflective practice, insights from which are drawn upon to extract key takeaways for engaging children with science outside of traditional settings through community-based activities and existing interests. These include drawing on the experiences of those with relevant backgrounds in design and delivery approaches, embedding STEM content rather than making it a primary feature of the activity, seeking and incorporating participants’ input, and having alternative approaches and resources available to facilitate accommodation of different needs and circumstances.

  Volume 25 • Issue 2 • 2026 • Science communication in Unexpected Places (Unexpected places)

• Date of publication Sep 30, 2019 Category: Commentary

  Catch 22 — improving visibility of women in science and engineering for both recruitment and retention

  by Laura Fogg-Rogers , Laura Hobbs

  There is a significant under-representation of women in STEM which is damaging societal progress for democratic, utilitarian, and equity reasons. However, changing stereotypes in STEM requires a solution denied by the problem — more visible female role models. Science communicators are critical to curate the conditions to bypass this Catch 22. We propose that enhancing self-efficacy for female scientists and engineers to mentor others will generate more supportive workplaces. Similarly, enhancing self-efficacy for public engagement improves the visibility of diverse female role models for young girls. These social connections will ultimately improve the science capital of girls and other minorities in STEM.

  Volume 18 • Issue 04 • 2019

• Date of publication Feb 11, 2019 Category: Practice Insight

  Science Hunters: an inclusive approach to engaging with science through Minecraft

  by Laura Hobbs , Carly Stevens , Jackie Hartley , Calum Hartley

  Science Hunters is an outreach project which employs the computer game Minecraft to engage children with scientific learning and research through school visits, events, and extracurricular clubs. We principally target children who may experience barriers to accessing Higher Education, including low socioeconomic status, being the first in their family to attend university, and disability (including Special Educational Needs). The Minecraft platform encourages teamwork and makes science learning accessible and entertaining for children, irrespective of background. We employ a flexible approach that adapts to the needs of the users. More than 8000 children have been engaged in the first four years, with overwhelmingly positive feedback.

  Volume 18 • Issue 02 • 2019