Baseline Attitudes and Impacts of Informal Science Education Lectures on Content Knowledge and Value of Science Among Incarcerated Populations

Abstract

Many public audiences lack access to traditional science education. We examined baseline perceptions and the impacts of science lectures on incarcerated adults in two correctional institutions. Although incarcerated populations are often characterized as having poor educational backgrounds, being disinterested in learning, and having few tools to seek science education, our incarcerated audiences were interested in, capable of, and desirous of science education. We found positive baseline attitudes about science and a significant positive effect of science lectures on content knowledge, attitudes, and behavioral intentions related to science, suggesting that informal science lectures may be an appropriate portal to science education for this population.