Students' summer internships in a research centre: The impact on scientific literacy and the choice of a career in the STEM fields

Abstract

Science communication is crucial for engaging society in real-life contexts. In this line of thought, research centres play a pivotal role in promoting dynamic and interactive communication that enables science to be disseminated. This study constitutes a qualitative research based on a case study involving middle school students, researchers and teachers, which took place in a research centre in Portugal that provided a two-week internship experience for students. The results confirm a significant increase in students' knowledge, attitudes, and 21st-century skills. The student's participation in the internship inspires them to pursue further education, in general, and in the sciences in particular. Unfortunately, such opportunities are uncommon for middle school students, so, extracurricular activities that provide authentic science experiences outside the regular school curriculum are of utmost value.

1. Introduction

One of the biggest challenges in contemporary research is the development of innovative tools for science communication and societal involvement (CIBB, 2020; Commission, 2001; Matta, 2020). However, information and opportunities for public engagement with the processes and outcomes of science are disseminated asymmetrically. While interest in science communication has grown (Dudo & Besley, 2016), marginalized individuals and communities remain largely undervalued in these efforts (Feinstein & Meshoulam, 2014). According to Merzagora (2017) to take knowledge society seriously, science communication scenes and science engagement activities should look less like today's museums, science centres, or festivals, and become more and more similar to research facilities. Research centres play an essential role in science communication, promoting dynamic and interactive communication, which allows the dissemination of science and inspires society to learn about scientific advances ([1]; Merzagora, 2017). This is important to reduce the gap between science research, science communication and science education (Kohen & Dori, 2018; [2]). Research centres should contribute to the progress of science communication, for example, through the systematic and institutionalized organization of public conferences. Communication is truly essential for democracy (Claessens, 2014), mainly to promote dynamic and interactive exchanges that allow for the dissemination of science and inspire society to learn about scientific advances [3].

Following this idea, a group of teachers and researchers designed a project for 9th grade students, which was developed in a research centre devoted to agrarian and veterinary research, namely Instituto Nacional de Investigação Agrária e Veterinária (I.P.) - INIAV.

Decreasing interest in science in educational systems has been widely reported and documented [4]. According to these authors, many students believe that science is too hard, uninteresting, and irrelevant. Consequently, the number of students choosing to study science at universities is decreasing. A report from 2007 by the European Commission [5] highlights the obstacles that students face in pursuing a career in science. The reasons mentioned in the report are related to traditional learning, deductive educational approaches in teaching science (which are boring), and rendering the scientific content rather incomprehensible and unattractive. Powerful opportunities that allow students to see what real scientists do, try it themselves and realize that they can do it, are the most important means for influencing students' attitudes or interests. Unfortunately, such opportunities are rare among middle school students; therefore, extracurricular opportunities with authentic science activities outside school are needed. This project was integrated into the program “Ciência Viva no Verão” (2023), which occurred between July 15th and September 15th in Portugal. The 2023 edition included 372 different actions spread over 601 dates throughout the national territory, including the autonomous regions of the Azores and Madeira. This program was created in 1997 with the aim of bringing science closer to the public. “Ciência Viva no Verão” is the sought-after scientific dissemination program in the hot season. Observing the sun or the night sky, going down into a mine, understanding the ecosystems of salt marshes, forests, and estuaries, learning about the geology that gave rise to the landscape, and visiting large engineering installations are examples of some of the initiatives, all of which are guided by researchers and experts. In 2023, almost 11,000 student registrations were confirmed for the most anticipated program in the summer season. The numbers speak for themselves: in the first minute of the first registration day, 372 people registered for “Ciência Viva no Verão." After 15 min, 2433 had registered, and after the first hour of registration, 3489 Portuguese students chose to take science in their holiday suitcases [6].

Informal learning environments, such as visits to science centres, provide valuable motivational opportunities for students to learn science. These environments can have an impact on learning, while addressing aspects of science education that might be missing in more formal, classroom-based science learning environments. In a study developed by Sasson [7], a range of cognitive learning gains and positive science-related attitudes were reported as outcomes of visits to science centres.

Realizing Bozdoğan and Yalçın [8] reported an increased interest in science and an improvement in academic performance after visiting a science exhibition centre in Turkey. The results of Bozdoğan and Yalçın indicated a positive effect of academic science centre activities on scientific thinking skills and a significant improvement in students' inquiry. Students significantly reinforced their ability to ask questions based on reading scientific texts and to describe/analyse the research results. Other studies confirmed strengthened early findings that informal learning environments can play a significant role in promoting science education and particularly in the implementation of inquiry-based methods [9,10]. Hands-on science in research centres offers an opportunity to develop students’ attitudes toward science by stimulating curiosity, inventiveness, and respect for evidence [11].

Another important results that highlight the importance of science internships for middle school students are the ones that argument that providing hands-on experience and expose them to potential careers in STEM fields could significantly improve science education and increase student interest in pursuing science-related careers [3].

In this research, we report a valuable experience with four 9th grade students from D. Maria II School, V.N. Famalicão, Portugal, developed at INIAV integrated in “Ciência Viva no Verão” 2023. This experience consists of an internship for two weeks to promote learning in the field of microbiology, scientific thinking skills and the contact with scientists. As the interdependence between human, animal, and environmental health is important, understanding the microbial world is even more crucial. Microorganisms, such as bacteria, viruses, and fungi, are found in all ecosystems, from soil to water, and play an important role in maintaining the ecological balance. However, these microorganisms can also cause diseases in humans, animals, and plants. The spread of infectious diseases is a global concern, understanding the dynamics of these ecological interactions is vital to protect human, animal, and environmental health.

In this line of thought, the research problem is to investigate the impact of the internships at INIAV on students' science literacy, awareness of scientific careers, understanding of scientific methodologies, and development of science communication skills.

The specific research questions were:

• i)Does enabling contact between students and scientists improve their understanding of how research works?
• ii)Do students develop science communication skills as a result of this interaction?
• iii)How do these internships influence students' awareness and perception of scientific careers?
• iv)Through this contact, can students improve their knowledge and awareness in the field of microbiology?

2. Methodology

This qualitative research was based on a case study [12] involving four 9th grade female students from D. Maria II School, V.N. Famalicão, Portugal. This study is developed at INIAV and integrated in “Ciência Viva no Verão, 2023”. This experience consisted of an internship during two weeks in order to achieved the objectives above described. Fig. 1 illustrates the rationale of the project.

Fig. 1.

Diagram illustrating the rationale of the project.

2.1. Study context

This study aims to highlight the importance of the contact between students and scientists in their work context to developed scientific knowledge and methodologies, soft skills, and attracting young people to scientific careers. In terms of soft skills this activity aims to develop science communication, creativity, critical analysis and laboratory skills.

The case study relates the participation of 9th grade students in scientific internships designed by researchers of INIAV. For student's selection, they must apply at the national level using a google form designed by the staff of “Ciência Viva”. Students were selected based on their personal interests, academic achievements and motivation.

These internships were comprised of two different but complementary projects. The content of each project is as follows. The rules of “Ciência Viva” only allow the frequency of two students by project.

2.1.1. Project 1. use of essential oils as an alternative to antibiotics

The rapid development of antibiotic-resistant pathogens and their spread worldwide are among the most serious threats to public health. This project aimed to address the issue of antibiotic-resistant pathogens by exploring the antimicrobial properties of certain essential oils. The project was focused on the potential of essential oils as new antimicrobial strategies. Certain essential oils from medicinal plants have antimicrobial properties and have been selected as potential sources of novel antimicrobial compounds. In this sense, by applying microbiological techniques, this project aims to study the effect of certain essential oils on antibiotic-resistant bacteria isolated from infected dogs and cats. Thus, this project therefore compromised three tasks:

• •Task 1: Isolation of bacteria from companion animals (cats and dogs) with infection.
• •Task 2: Perform the antibiotic susceptibility test on the bacteria isolated in the previous task.
• •Task 3: Conduct susceptibility tests with essential oils on the isolated bacteria.

The main researcher responsible for this project was Joana Castro, that coordinated the work of two female students from July 17th until July 28th, 2023.

2.1.2. Project 2. Galleria mellonella, the wax larvae as an alternative animal model for the study of infections

This project aimed to establish an alternative animal model for studying microorganism virulence and assess the potential of new antimicrobial compounds. This is a pilot model for studying the virulence of microorganisms and the potential of new antimicrobial compounds as alternatives to vertebrate models. In this sense, through multidisciplinary studies involving the areas of microbiology and animal experimentation, this project aimed to understand how an infection process occurs and to validate new compounds for its treatment. Thus, this project therefore compromised four tasks:

• •Task 1: Maintain the insectary, feeding the waxworms.
• •Task 2: Growth microorganisms in specific culture media.
• •Task 3: Infection of the Galleria mellonella larvae by microorganisms injection.
• •Task 4: Assess the health index of the larvae over 3 days.

The main researcher responsible for this project was Daniela Araújo, that coordinated the work of another two female students from July 17th until July 28th, 2023. Although each project had previously defined tasks, the students performed tasks from both projects and others that were not previously mentioned. During the last day of the scientific internships, the students presented their experiences orally in the presence of the teachers and researchers at INIAV concerning the knowledge acquired, and the main results obtained.

2.2. Data collection and research methods

This study adopted a qualitative, interpretative, and comprehensive approach for a case study [12,13], collecting both qualitative and quantitative data. The focus was evaluate the importance of contact between students and scientists in the research context, mainly in terms of learning scientific knowledge and methodologies in the microbiology field. In addition, this study aimed to assess students’ learning gains, mainly in terms of communication skills, and finally the impact of this internship on the pursuit of scientific careers.

We chose this methodology to closely observe a specific set of activities, namely, the daily routine of students during internships, rather than generalizing. The goal of this research was to understand the impact of the activities that students developed during their internships on their personal and academic development, which justifies the adoption of a case study methodology.

In terms of data collection, the four 9th grade students involved had to write a logbook, reporting their daily experiences and reflections on their learning and feelings. For this purpose, they wrote a Google Doc shared with their teachers.

Students' knowledge was evaluated with a pre- and post-test. The test has been previously validated by two students of the same grade and age. No further changes were made to the instruments. The participation was voluntary, and the questionnaire was completed on the first day of the internship (pre-test) and on the last day (post-test) in the research centre. The time limit for answering the questionnaire was approximately 30 min. The questionnaire is composed by 18 questions and included questions regarding scientific methodology, models used in science, microorganism's classification, culture media, correct use of antibiotics, microbial resistance, alternatives to antibiotics, and to finalize, one question about the importance of the frequency of scientific internships. The time between the start of the scientific internships and the post-test application was two weeks.

Another data collection source was semi-structured interviews with the researchers responsible for the follow-up of these internships. The researchers involved in the supervision of the internship were interviewed by the main author of the case study. The interview allowed us to collect information about the evolution observed in the students during the two weeks of the internship and to know more about the personal careers of the INIAV researchers involved.

The research methods used in this study were: i) content analysis [14] of students' testimonials and reflections collected on the logbook; ii) content analysis of students' oral presentations at the end of the internship; iii) content analysis of the interview conducted with the INIAV researchers involved; and iv) questionnaire for assessment students’ knowledge before and after the internship (Fig. 1).

Following Bell's [15], p. 23) proposal, this research aimed to be “more than just a narrative of how the internship progressed.” Through the voices of the participants, it went beyond mere description and sought to comprehend how they perceived and evaluated the impact of these internships. Content analysis [16] was particularly useful for examining the shared content of students' logbooks and interviews with researchers responsible for the internship. In addition, the content of the students' oral presentations was also considered. For content analysis, we followed the Bardin approach (2009) and we identified several categories that were not predetermined beforehand. In other words, we aimed to identify units of text in the actors' speeches that provided evidence regarding their perceptions of the impact of activities developed during the internship. These units “were subsequently analogically grouped based on their similarities” ([16], p. 199).

3. Results

First, the students answer to the pre, and post-questionnaires were analysed. A scale to classify the answers was defined, and goes from 1 to 5, where: 1. Very weak knowledge or no knowledge; 2. Weak knowledge; 3. Sufficient knowledge; 4. Good knowledge; 5. Very good knowledge.

3.1. Comparison between pre-test and post-test

The results from students’ performance in pre and post-test are summarised in Fig. 2, which highlights significative gains for all questions, between the two moments of evaluation.

Fig. 2.

Performance of the students on pre- and post-test.

The table below (Table 1) summarizes the results of pre- and post-test analyses conducted to assess student knowledge across various topics in microbiology and experimental science.

Table 1.

Students pre- and post-test results.

Question topic	Pre-Test	Post-Test
1. Importance of scientific experimental knowledge	Two students had good knowledge; two had sufficient knowledge.	All students presented good knowledge.
2. Importance of control condition in experiments	No knowledge.	All students presented very good knowledge.
3. The importance of asepsis when working in microbiology	One student had good knowledge; one had sufficient knowledge; two had no knowledge.	One student had sufficient knowledge; others presented very good knowledge.
4. Models used in science	Three students had very good knowledge; one had no knowledge.	All students presented very good knowledge.
5. Significance of ubiquity	No knowledge.	All students presented very good knowledge.
6. Classification of microorganisms	One correct option concerning SARS-CoV-2 demonstrating very weak knowledge in the pre-test. (SARS-CoV-2); very weak knowledge.	All students presented very good knowledge.
7. Pathogenic microorganisms	One correct option (Trichophyton mentagrophytes); very weak knowledge.	All students presented very good knowledge.
8. Significance of commensal microorganisms	No knowledge.	All students presented very good knowledge.
9. Significance of opportunistic microorganisms	Sufficient knowledge.	All students presented very good knowledge.
10. Utility of specific culture mediums	No knowledge.	All students presented very good knowledge.
11. Indications for antibiotic use	Very good knowledge.	Very good knowledge.
12. Factors leading to antibiotic resistance	Three students had very good knowledge; one had no knowledge.	Similar results; one answer remained confusing.
13. Alternatives to antibiotics	Two students had sufficient knowledge; two had no knowledge.	All students presented very good knowledge.
14. Knowledge of essential oils	Three students had no knowledge; one had sufficient knowledge.	All students presented very good knowledge.
15. Essential oils available on the market	No knowledge.	All students presented very good knowledge.
16. Importance of Galleria mellonella model	No knowledge.	Three students had very good knowledge; one had difficulty.
17. Conditions for Galleria mellonella growth	No knowledge.	All students presented very good knowledge.

The pre-test revealed limited or varied levels of knowledge among students for most questions, with some students demonstrating no knowledge or weak understanding in key areas such as the significance of experimental control, microorganism classification, and the role of commensal and opportunistic microorganisms.

In contrast, the post-test results highlighted significant learning gains across nearly all topics. Students consistently improved their understanding, with most achieving very good knowledge in areas such as the classification of microorganisms, the utility of specific culture media, and the application of essential oils. The data also show that contact with scientists contributed to advancements in science communication skills and a better apprecation for experimental models like Galleria mellonella, though challenges persisted in a few isolated cases, such as understanding factors influencing antibiotic resistance.

This progression underscores the effectiveness of the intervention in fostering deeper scientific knowledge and skills.

In addition to knowledge-related questions, an item on the importance of this type of internship was included. As this was an open-ended question, we will transcribe the pre-test student responses:

“Improves knowledge, enriches ties and allows the expansion of horizons”.

“It expands scientific knowledge, develops laboratory practice and helps discover whether this will be our path”.

“They make people discover and experience new things and increase culture”.

The students’ responses in the post-test clearly reveal an improvement:

“These internships are very important because they provide us with immense information and immense possibilities to improve laboratory skills. Furthermore, people were challenging, highlighting teamwork. Critical thinking and reasoning structures were put to the test”.

“These internships are very important, allowing to acquire scientific knowledge and consolidate concepts. They promoted personal development, autonomy and teamwork”.

“These internships are very important, since improve our skills, increase scientific knowledge and vocabulary and helps discover whether this will be our path”.

“These internships are very important since improve scientific knowledge which is very interesting and additionally increase our general culture”.

3.2. Content analysis of student's logbook

Each day, during the internship, students filled out a logbook summarizing key tasks, acquired scientific knowledge, and practiced experimental techniques. They also reflected on their personal development in skills, knowledge, and attitudes, considering aspects like autonomy, persistence, error management, and growing interest in the field. The content analysis revealed insights into students' perceptions of their learning, including knowledge, attitudes, and skills (see Table 2).

Table 2.

Results from content analysis based on students’ testimonials on their logbooks.

Categories	Description	Examples/Excerpts from students' logbooks
Scientific Knowledge	Students' perceptions about knowledge acquisition and personal learning	“I learned how to use larvae in the laboratory, their development and characteristics, as well as their nutrition and care which they require”. “I learned what is a control group in science”. “I learned the concept of microbiological quality”. “We acquire knowledge on bacterial and fungal cultures, colony forming units' methodology, food security, detection of species and species isolation”.
Laboratorial skills	Students' perceptions about how they become more proficient in the use of specific methodologies, instruments and techniques.	“We cleaned and separated the larvae from their old "habitats," providing them with new food. The larvae were sorted by size. In the afternoon, we assessed the microbiological quality of food (sardines, turkey ham, and extra leg) for sustainable packaging development based on natural extracts.” “We prepared bacterial and yeast cultures for larval testing and confirmed cell concentration using the colony forming units (CFUs) methodology”. “We collected and recorded larval health indexes, counted total bacterial colonies (CFUs), adjusted bacterial suspension optical density with a densitometer, and learned the microorganism seeding technique”. “The day began with tasks split between cleaning larvae and preparing materials for sterilization”. “We feed and clean the larvae's "habitat" until lunchtime, and after the meal, we transfer fungi from one environment to another using the pricking technique”. “I used an automatic pipettor”. “I prepared a pre-inoculum”.
Collaboration and teamwork	Students' perceptions about collaboration, teamwork, and respect to diverse opinions	"Collaboration and teamwork are extremely important because, in addition to feeling more confident, we carry out everything in a faster and more organized way." “I am more participative, gaining confidence, even though I may still hesitate to express my opinions. Collaboration in group work has proven to be a pleasant surprise”. “My concentration and precision improved as I took charge of directing part of the work. Collaboration and teamwork proved crucial, making tasks more efficient and organized”. “I felt more integrated into the work environment/group”. “I think the part that I needed most to work on my way of working in a group was carrying out the work, as there are 4 of us, working out all the ideas and opinions was a little complicated, but in the end, we managed. I learned to deal with frustration and to respect other people's opinions more and more”
Autonomy	Students' perceptions about their growth in terms of autonomy	“I felt more autonomous and developed enhanced laboratory skills, along with improved teamwork abilities”. “I am comfortable working in the laboratory and executing experiments by myself”. “I felt more autonomous in relation to laboratory work”. “I feel like a much more autonomous person”.
Communication	Evidence from students' testimonials that highlight how they assess their own development of communication skills	“I learned above all to be confident to perform well in the oral presentation and to accept constructive criticism without shame or fear because this just shows that, with each passing day”. “[…] and enriched my scientific vocabulary.” “Attending the presentation of work developed by researchers, allowed me to acquire some tips for future presentations and ideas on how to capture the attention of those listening.”
Critical Analysis	Evidence from students' development of critical thinking competencies	"I believe that a scientist's greatest weapon is time and that without patience and determination, one cannot obtain the intended results." “I recognize the significance of trial and error, emphasizing that success often emerges from these experiences”.
Personal Evolution	Students' personal evaluation of likes, dislikes, and personal growth over the internship.	“I am more aware of the posture to adopt in a laboratory, both as a scientist and as a spectator. I also understood the importance of trial and error, since only from these we can achieve success. I believe that a scientist's greatest weapon is time and that without patience and determination are not able to obtain the intended results. Being patient is key.” “I feel more comfortable and confident in the work carried out in the laboratory. The contact with materials and techniques was decisive for my evolution. The guidance and supervision of the various researchers that I contacted were an added value and fundamental to the work carried out. The fact that I worked in a group also allowed me to acquire team skills, which are important for my academic future”. "Not all activities captivated me in the same way, I liked some more than others, but I am grateful for all of them because, above all, they made me know myself and what I like better." "This activity has been one of my favourites so far and the one that took me the most out of my comfort zone. We were challenged to think several times and calculate what the indicated quantities would be and the effects they would have, and it was very gratifying to complete it." “I felt confident and motivated throughout the day, approaching tasks with care”. “I embraced my perfectionist side in a healthy way to achieve optimal results in my experiments. Patience and calm, fundamental in obtaining results and the reasoning process, are skills that I continue to develop and apply”. “The subject increasingly captivates me, as I can now structure my thoughts effectively, comprehending the reasons and results of the projects undertaken”. “I further developed my taste for Science”. “Increased self-confidence and patience significantly contribute to the quality of my work. Progress in my skills leaves me motivated and ecstatic”. “I feel determined to evolve, and with each passing day.” “There were parts I liked, and others I didn't so much. But I think that's what these types of internships are for. We learn more about our tastes, uncertainties, insecurities. We strengthen friendships, knowledge, and personal development. I'm sure I'll do it again next year.”

3.3. Students' learning assessed through oral presentation on the last day

On the last day of the scientific internships, students presented orally their experience at INIAV in the presence of the teachers and the researchers involved (see supplementary data, students' PowerPoint presentation). Students revealed the knowledge acquired and the main experimental results obtained. In this presentation, students highlighted the knowledge and competences acquired, emphasizing laboratory work and communication skills. They also highlighted the good environment that exists at INIAV between researchers and students. The students' participation in these 10-day internships had a significant impact on the development of their science communication skills as observed in the oral presentation.

During the hands-on activities, students developed practical skills in applying scientific methods, enabling them to describe and communicate procedures effectively. Students also gain a deeper understanding of scientific concepts related to the microbiology field when they have to prepare the final communication on the last day. The experience of presenting the results orally not only strengthens verbal communication skills, but also helps to organize clearly and persuasively information.

This is evident in students’ testimonials written in their logbooks:

“I am more participative, gaining confidence, even though I may still hesitate to express my opinions”.

“I learned above all to be confident to perform well in the presentation and to accept constructive criticism without shame or fear because this just shows that, with each passing day. I learn and try to become more cultured.”.

“I further developed my taste for Science and enriched my scientific vocabulary”.

“[…] as there are 4 of us, working out all the ideas and opinions was a little complicated, but in the end, we managed. I learned to deal with frustration and to respect other people's opinions more and more”.

Another important activity that fosters the development of communication skills is the task to maintain a daily record in the logbook. Students practised documenting methodologies, observations, and results, thus promoting written communication skills specific to science. These are very important epistemic competencies that prepare students for future interactions in a scientific context.

4. Results from interviews to the researchers responsible for the internships

The researchers responsible for the follow-up of these internships responded to an interview conducted to understand the context of the work in the researcher centres and the importance, from their point of view, of having this contact between students and scientists. The researchers highlighted the importance of this type of initiative for students in terms of the valorisation of their scientific careers; the importance of science communication today; and the relevance of the exchange of experiences and know-how during this type of internship.

The content analysis of the complete interview allows us to identify the categories above described (Table 3). The interviewees are both female researchers with about ten years of experience (junior researchers), a Master's degree in Biomedical Engineering, and a PhD in biomedical sciences.

Table 3.

Results from content analysis of the researchers’ interviews.

Categories	Researcher A	Researcher B
Valorisation of scientific careers	“What I appreciate most is the novelty”. “We are asked for many collaborations, and this, in my opinion, leads to extraordinary scientific developments. Furthermore, we must obtain financing for our projects, so we also develop many other skills”. “Regarding a research career, unfortunately, in Portugal it is very precarious. It is extremely difficult to obtain a permanent position. And in fact, this instability is what I like least about everyday life”.	“I love research and the daily challenges we have in this area”. “What I most appreciate is that the work is carried out as a team, the mutual help between the team motivates our work daily. This way, the days end up passing quickly and we don't even notice it”. “Research is about the unknown and this becomes challenging every day. “Research is a precarious profession in our country, and sometimes our work could be more valued by our funding entities, and we have more possibilities to develop our projects. This instability ends up creating discontent on our part and anxiety”.
Importance of science communication today	“The students proved to be very insightful, they demonstrated curiosity, asking relevant questions”. “Through active participation, students learn to convey their ideas, present research findings, and engage in meaningful discussions with fellow interns and mentors”. “These opportunities can have a dual impact: students not only acquire a more profound knowledge of scientific concepts and processes but also develop enhanced communication skills”. “Engaging in scientific internships can significantly enhance a student's scientific literacy, providing them with hands-on experiences and exposure to real-world scientific processes”.	“These experiences often require collaboration, presentation of findings, and effective interaction with peers and professionals”. “Students not only gain a deeper understanding of scientific concepts and processes but also refine their ability to articulate and communicate complex ideas”. “Consequently, expanding these opportunities to more students could undoubtedly contribute to a more comprehensive grasp of scientific issues and improved communication within the field”.
Importance of interaction with young students in these internships.	“These internships are extremely useful for students, mainly because they want to pursue their studies in Science and Technology”. “Over the days, the students showed greater ease in interpreting the results, which indicates an evolution over time”.	“These internships enable students to follow the work of a researcher in the laboratory and understand what our work is, what tasks we must perform in our daily lives, and, in addition, it ends up being important to awaken curiosity about these issues”. “I really enjoy welcoming students and passing on our knowledge to young people”. “I think it was enriching for the girls who participated in the internship. Although it is still early for them to make decisions about what they want in their future, it was interesting to understand their curiosity about certain subjects and help with daily laboratory tasks”. “They were very insightful and eager to learn about different areas, microbiology, chemistry and even veterinary science”. “Throughout the days they were motivated to do different tasks and learn in different areas of investigation”. “This way we ended up providing a variety of techniques to make them feel motivated”. “They learned important concepts and committed themselves to learning and helping with laboratory tasks”.

5. Discussion

The purpose of this research was to investigate whether the internships carried out at INIAV have developed students' scientific literacy, communication, critical and teamwork skills and allowed them to become more aware of scientific careers. Furthermore, this study intends to promote contact between students and scientists, to see how research centres work, to understand and apply scientific methodologies, to promote knowledge and awareness in the field of microbiology. Although this is a case study with only four students, our research could offer valuable insights to the limited literature on scientific internships in research centres for middle school students.

The research centre offering this internship called INIAV constitute an added value for the students, scientists, and teachers involved. These learning environments also provide relevant motivational opportunities for students learn science, as documented by Sasson [7] and also by Kurt and co-workers (2021). This study relies [17] on active learning methodologies, employing hands-on approaches that actively engage students in the real discovery of novel bioactivities, which is in line with our results demonstrating the value of laboratory work on the development of scientific literacy. The general population must possess scientific literacy to make informed decisions [18]. Nowadays, science is predictable as a social activity that involves cross-disciplinary work [19].

Another important result is related with improvement of student's science communication skills.

Science communication to the public is progressively recognized as a responsibility of the scientists [20,21]. However, communicating science to laypeople is not a trivial mission [22]. Science communication is a broad term encompassing communication through multidisciplinary and interdisciplinary scientific teams in fundamental and applied science, education, community engagement, and outreach events that help raise science awareness [23]. This is in line with our research project since the program of these internships valued and developed students' communication competencies, as highlighted in students' testimonials and answers to the researchers' interviews. Good communication empowers the efficient and effective spread of thoughts [23]. Developing skills to communicate science needs thoughtful practice and careful attention [18]. On the other hand, science communication and contact with scientists should start at an early age, right from elementary school pupils [24], as promoted during the internship designed in our study with middle school students. Occasionally, students have the chance to participate in informal science outreach and contact with scientists, such as events on campus, volunteering at a science museum, or hosting in laboratories [18]. These activities are relevant since students' decisions to engage with science are highly dependent on the ‘image’ that they have of science and scientists [25]. In that context, students can internalize science concepts through news methodologies of teaching. For students learning science, it is significant to represent the ideas of science in physical form. This allows dynamic experimentation and investigation similar to that of science itself [26], as recognized by students' perceptions about knowledge acquisition and personal learning, as well as about how they become more proficient in the use of specific instruments and techniques. Our work has these concerns into account developing practical laboratory skills and for this way promote critical thinking. Furthermore, it is pertinent that students could establish connections between science and their everyday lives. In this framework, this study provided relevant and close contact between students and scientists in a Research Centre (INIAV) for two weeks, showing the link between science and reality.

A review published by Rodari [27] focusing on the analysis of numerous documents concerning pedagogical practices related to informal scientific education indicated that in informal settings, participants not only enjoy interesting, engaging, and stimulating experiences but also demonstrate a strong motivation to acquire new knowledge about the phenomena in the physical and natural world as was demonstrated in our study. Under informal education, students exhibit the ability to produce, understand, recall, and apply explanations, arguments, models, and facts related to science. Moreover, participants in informal science education settings showcase the capability to manipulate, test, explore, predict, observe, and make sense of the physical and natural world. Additionally, they engage in reflective practices, contemplating science as a method of learning and reflecting on its processes and concepts. Furthermore, individuals reflect on their own learning processes, actively participating in scientific and practical learning activities alongside others. This involvement includes the use of scientific terminology and specific tools. Furthermore, they develop a self-perception as individuals engaged in the process of learning science, ultimately constructing an identity as individuals who possess, apply, and occasionally contribute to the generation of scientific knowledge. The use of authentic and real contexts can provide an incentive for discussion, with an associated development and use of scientific language [28,29]. In this project the scientists involved were concerned with connecting science to reality. Incorporating scientific contexts into education not only facilitates a better understanding of scientific principles but also nurtures essential skills such as critical thinking, problem-solving, and creativity. This approach not only enriches the learning experience but also empowers students to become active, curious, and confident learners both inside and outside the classroom [24]. Our study corroborates the work of Cooper and co-workers, as was demonstrated by students' testimonials on their logbooks, such as: “I learned how to use larvae in the laboratory, their development and characteristics, as well as their nutrition and care which they require”; “We acquire knowledge on bacterial and fungal cultures, colony forming units’ methodology, food security and detection of species”; “I felt more autonomous and developed practical laboratory skills, along with improved teamwork abilities”; “I am more participative, gaining confidence, even though I may still hesitate to express my opinions”; Collaboration in group work has proven to be a pleasant surprise” “I recognize the significance of trial and error, emphasizing that success often emerges from these experiences”.

Interacting with scientists, in-person or online, through seminars, scientific meetings, or social media, constitutes a central tool for increasing scientific networks [23]. Our study also promotes a relationship between students and researchers as was demonstrated through the testimonials of students and scientists: “The guidance and supervision of the various researchers that I contacted were an added value and fundamental to the work carried out”; “Engaging in scientific internships can significantly enhance a student's scientific literacy, providing them with hands-on experiences and exposure to real-world scientific processes”; “These internships are extremely useful for students, mainly because they want to pursue their studies in Science and Technology”; “I really enjoy welcoming students and passing on our knowledge to young people”; “I think it was enriching for the girls who participated in the internship. Although it is still early for them to make decisions about what they want in their future, it was interesting to understand their curiosity about certain subjects and help them with daily laboratory tasks."

However, the failure to establish and maintain a connection between school education and academic research is sometimes considered one of the reasons for the declining number of students pursuing STEM careers, in science, technology, engineering, and mathematics [30]. Curricular changes that have incorporated communication instruction into STEM classrooms demonstrated improvements in students’ argumentation, problem-solving, knowledge application in their scientific literacy, and in the organization, clarity, and delivery of their oral presentations.

The project “The New Zealand Science Learning Hub,” is another example which proves how effective collaboration between research organizations, industries, science educators, and teachers allowed the development of a resource that is dynamic, up-to-date, and appropriate and can be used for teaching science in New Zealand schools [24]. It is crucial for researchers to know whether their efforts in conducting internships have been effective in increasing students′ knowledge and improving their attitudes towards science. The results of our study confirm a significant increase in students′ knowledge, attitudes and soft skills, which are congruent with the motivations of other science faculty members' for undertaking internships [31]. We can also use the term to compare our achievements, to an educational programme described by Sasson and Cohen [32] that aims to unlock the potential of students and motivate them to pursue higher education with a focus on science and technology studies. The research centre provides students with hands-on laboratory experiences and computerized learning environments [32]. Collaborating with an academic and research centre offers opportunities for students to engage with experts in the field of science. This research has shown that these activities foster educational continuity and promote excellence in science and technology. This, in turn, inspires students to pursue further education in general and specialize in science in particular [32]. As suggested by Şentürk & Özdemir [33], science research centres have significant potential to positively influence students' attitudes towards science across all dimensions, which is in line with our findings.

6. Conclusion

This research highlights the positive impact of internships at INIAV on students' scientific literacy, communication skills, awareness of scientific careers, and understanding of scientific methodologies. The results show that direct contact with scientists, hands-on laboratory experiences, and engagement with real-world scientific practices significantly contributed to students’ learning and career aspirations. Despite the small sample size, the findings provide valuable insights into the potential benefits of internships for middle school students in research settings.

These experiences also helped to develop essential skills, such as science communication and teamwork, which are necessary for students' future academic and professional endeavours. While this study is exploratory, it suggests that internships play a crucial role in enhancing students' engagement with science and motivating them to pursue STEM fields. Future studies with larger sample sizes will be essential to further confirm and build upon these findings.

Teaching science in schools, with its emphasis on laboratory-based methods, should be complemented by science learning experiences outside the classroom. This extension should include elements from the real world, the showcased world, and the virtual realms increasingly accessible through information technologies. Meaningful opportunities that enable students to observe real scientists in action, to engage in hands-on activities, and to recognize their own abilities are crucial in influencing students' attitudes and interests. Regrettably, such opportunities are rare for middle school students; hence, extracurricular activities featuring authentic science experiences outside the regular school curriculum are essential.

7. Implications and limitations of the study

The small sample size of this study limits the ability to generalize the results to a broader population. Given the limited number of participants, the findings should be interpreted with caution and considered as preliminary or exploratory. While the conclusions may highlight potential trends or patterns, they require further validation through studies with larger, more diverse samples to confirm their applicability on a larger scale.

However, the reduced sample size and time constraints also offer advantages. These limitations allow for a more in-depth, qualitative analysis of the selected participants, enabling the researcher to gain a richer understanding of individual experiences, perceptions, and insights. Such detailed information can provide a deeper understanding of the nuances of the topic, offering valuable qualitative data that larger studies may overlook.

Despite these constraints, the findings of this study contribute to the field by offering initial insights and suggesting areas for future research. The results may guide further investigations, helping to shape future studies with larger samples, which could more definitively test the trends identified in this exploratory phase.

CRediT authorship contribution statement

Elisa Saraiva: Writing – review & editing, Writing – original draft, Methodology, Conceptualization. Sónia Silva: Writing – review & editing, Project administration. Joana Castro: Writing – review & editing, Project administration. Daniela Araújo: Writing – review & editing, Project administration. Carina Almeida: Writing – review & editing, Supervision, Project administration. Maria Manuel Azevedo: Writing – review & editing, Writing – original draft, Supervision, Methodology, Investigation.

Ethics statement

The consent for students' participation in the study was obtained from the student's guardians, on their behalf. They were informed about the use of their data and were told they could terminate their participation at any point and gave their consent before the study. All data were anonymized. Also, the study was approved by the School Board in June 2023. There were no further ethics requirements from our institution.

Declaration of competing interest

The authors of the manuscript “Students' summer internships in a research centre: the impact on scientific literacy and the choice of a career in the STEM fields” declare that there are no conflicts of interest related to this article. The aren't any founds involved.