Category: Research & projects

The Science Communication Unit, UWE Bristol contributes to PCST 2025

Author Science Communication Unit | Posted on

In May 2025 ten members of the Science Communication Unit (SCU) headed to Aberdeen, Scotland for the bi-annual Public Communication of Science and Technology Conference (PCST). PCST is an organisation that promotes discussion on the theory and practice of communicating science, and of public discourses about science and technology and their role in society. Every two years it hosts a conference gathering well over 600 science communication researchers, practitioners, and students from around the globe. Members of the team provided input to over 15 different conference sessions, poster presentations and pre-conference workshops. In this blog post I’ve aimed to capture a small flavour of the work that we presented, as well as share some of our reflections on the conference.

Dr Sarah Behenna stands with her first conference poster

Let’s start with Dr Sarah Behenna. Sarah shared work from the Science Hunters project, conducted with Dr Laura Hobbs, which was supported by a Royal Academy of Engineering Ingenious Award to encourage children from under-represented backgrounds to discover the many facets of engineering involved in sustainable development, and provide them with opportunities to apply their newfound knowledge by creating their own model sustainable solutions and communities in Minecraft. For Sarah, PCST was an opportunity not only to present her first conference poster, but to learn more about the history of science communication as a field and to understand how challenges can be shared across countries, and how we can learn both from the past and each other. You can read more about Sarah and Laura’s work in this recent blog.

The Inspire Sustainability team showcased research from their public engagement work at PCST 2025. Two posters were presented from the team, featuring work from Dr Louisa Cockbill, Sophie Laggan and Dr Laura Fogg Rogers about their Inspire Green Futures project, and also on the MAKERS project by Dr Laura Fogg Rogers, Kat Corbett, and Dr Joe Butchers. PCST showcased similar themes to these projects, including around citizen engagement for sustainability, with keynotes discussing how science communicators can empower action in partnerships with universities. This was timely with the publication of a new article from Laura’s team, which explores science communication’s role as a knowledge broker between scientists, policymakers, and citizens to co-develop public decisions for sustainability. Evaluation is a strong component of this work and Karen Collins, who has recently started a PhD in the SCU was also in attendance at the conference. With a focus on exploring science communication evaluation in her work, Karen was able to join a number of relevant sessions and further develop her networks.

A conference keynote photo from Guidiana Landivar Paz

Dr David Judge’s presentation asked how a science centre became the heart of one of the largest urban regeneration projects in Europe. David has traced the development of one Millennium Project, Bristol 2000, which regenerated an area of long-derelict docklands in the heart of Bristol, UK, and included the science centre later known as At-Bristol (now We The Curious). David shared how this aimed to create a new city centre which brought together science, nature and the arts. As well as considering historical developments, my inputs to PCST aimed to provoke some ethical reflection in a workshop exploring tensions and transitions in ethics surrounding science communication and public engagement.. This drew on work undertaken and recently published as part of the INSIGHT project, kindly funded by the Leverhulme Trust. I also contributed to a session exploring citizen science, sharing thoughts from a recent project focused on citizen science in the context of death and dying, which was featured in an open access collection published by the journal Frontiers in Environmental Science.

Dr Andy Ridgway featured throughout the conference programme. Andy contributed to a pre-conference workshop organised by the PCST Teaching Forum. The Teaching Forum is an international network of science communication lecturers who teach students at undergraduate, graduate and PhD level and the workshop considered use of AI in teaching contexts. During the conference Andy also facilitated a session drawing together work occurring on the European Competence Centre for Science Communication/COALESCE project for which the SCU is the UK Hub. This session posed the question ‘will we ever overcome the misinformation crisis in science communication?’ and explored national differences in problems generated by misinformation, as well as differences in approaches to tackling it. Andy said “for me the big take-away from PCST is the sense of connection it gives with the community and the positivity there is in any interactions. We’re lucky that in the SCU there are many of us who teach and research science communication. But many of those working in the field are working on their own in a similar role in their own institution. But even with the connections we have within the SCU, PCST really does help us feel part of a bigger community – and it’s always refreshing to not have to try to explain what you do when you start a conversation!”. The European Competence Centre for Science Communication featured in many events across the programme, and Dr Achintya Rao also joined the event, supporting communications and other activities associated to this project over the conference period.

Both Andy and Professor Emma Weitkamp also shared findings from research conducted in India and the UK, funded by the British Council, investigating science journalists’ working practices. These presentations examined data gathered from approximately 120 science journalists, including professionals from Brazil, Russia, India and China (BRIC) and Non BRIC countries exploring how science journalism is changing and evolving with emerging technologies like AI, and considering training and ethical recommendations for the future. For Emma, PCST offered an opportunity to catch up with old friends, as well as meeting new colleagues and she shared that “the opportunity to discuss research with people from around the globe, helps shape ideas, new research and funding applications that will emerge from the connections made and strengthened”.

On the theme of science journalism, Ria Griffith had a poster included in the conference on her PhD research, which is investigating the perceived disconnect between academic research and practice in science journalism, contributing to discourses of professionalisation of the field. Henry Bennie also participated in his first PCST conference, allowing him to connect with researchers and projects that relate to his ESRC funded PhD research examining media representations of Quantum Computing. Henry said, “the session that keeps rumbling around my head is the parallel session, ‘Tensions in communicating discovery science – changes over time’. So much of science communication is focused on relevance to audiences and society so naturally applied science is heavily communicated, and it is the focus of much (if not all) of science communication research. This discussion has helped broaden my thinking about how we can talk about emerging technologies that often have unclear applications and delivery timeframes, and how research can help identify new modes to communicate discovery science”.

Dr Amanda Webber presented research undertaken at UWE Bristol with our MSc students. Amanda’s talk, ‘”Lecturers chose such weird papers”: supporting scicomm students’ learning transitions’, shared findings from a recent article we co-authored that demonstrated students develop critical awareness of science communication models and the need to recognise and engage with multiple publics through our teaching. Amanda also shared how our MSc empowers students by supporting the development of their own identity as a science communicator. For Amanda the highlight of PCST was also “the people” and having a chance to meet and engage with others working in and/or researching science communication. Amanda said, “PCST also reminded me what a privilege it is to be part of the UWE Science Communication Unit – the unit is very well known internationally and part of so many networks and projects, it is great to be part of that.”

Ana Vasconcelos, Dr Amanda Webber, Guidiana Landivar Paz, Beatriz Vieite, Dr David Judge and Henry Bennie at PCST 2025

On that note, we were delighted to be joined at PCST this year by three PhD students who have stayed at the SCU for sabbaticals in 2024/25. Beatriz Vieite (Universidade de Aveiro) presented her study on mapping Portuguese biological collections, where she is aiming to characterise collections in terms of science communication, the strategies that are currently being used by their staff (curators and coordinators) and the difficulties they face in these contexts. Ana Vasconcelos (Universidade D Coimbra) shared her PhD project, which is seeking to explore how to design information to promote effective communication, health literacy, and patient understanding of Autoimmune Encephalitis (AE), a relatively rare but treatable group of immune brain disorders.

Ana shared that what stood out to her during this PCST was how the field of science communication is becoming increasingly aware, not only of the importance of co-creation and participation, but also of the value of being more open to other knowledge systems. “There was a strong emphasis on creating opportunities for mutual learning between academic knowledge and lived, embodied knowledge, highlighting that this is what true participation should be. I think this message came through particularly strongly in the keynote sessions, and I found it particularly valuable for my PhD research”, said Ana. Guidiana Landívar Paz (Universidad Complutense de Madrid) used PCST as an opportunity to reconnect with colleagues she’d previously met in Rotterdam at PCST 2023, and sessions on policy and science communication, science journalism in the Global South, generative AI, as well as the closing keynote, proved particularly valuable to Guidiana’s research on science communication before and after the COVID-19 Crisis in Spain and Bolivia.

The University of Aberdeen captured by Dr Achintya Rao

I was delighted to not only see so many members of the team representing their work at PCST (also acknowledging our colleagues contributions that were not able to make it to the event), but to reunite with many of the graduates we have taught and former members of the SCU, who are now advancing their careers in a wide variety of different locations and organisations. Amongst the hard work, the team also fitted in some wildlife spotting, local history, ceilidh dancing and an infamous karaoke night! Thank you to the PCST conference organising team for hosting us in Aberdeen, next stop Shanghai in 2027.

Professor Clare Wilkinson, Director of the Science Communication Unit, UWE Bristol

Exploring engineering and sustainability through Minecraft: Science Hunters resources

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Laura Hobbs and Sarah Behenna

In 2020, the long-running Science Hunters programme launched Building to Break Barriers, an engagement project to support children from under-represented groups to explore engineering through Minecraft.

Science Hunters has a well-established history of communicating environmental sciences through the popular computer game, and this was its first large project focusing specifically on engineering aspects, supported by a Royal Academy of Engineering Ingenious Award. Despite facing significant challenges due to the COVID-19 pandemic, which affected environmental engagement projects across the UK, the project rapidly adapted, moved the majority of delivery to online activities and met or exceeded all targets by January 2022.

In September 2020, Science Hunters partnered with the DETI Inspire Programme to design a new session – the West in Minecraft – through the Building to Break Barriers project. Minecraft Clubs for children with Special Educational Needs in collaboration with Lancaster University, and another for Looked After Children were supported to continue during the pandemic. Schools were engaged virtually and children were able to participate in a Summer Challenge. Additional funding via a Biochemical Society Diversity in Science grant saw the project further extended into 2022, to deliver an event for children Special Educational Needs in collaboration with Loughborough University.

Legacy resources resulting from the project include two practitioner guides, on engaging children with STEM using Minecraft and available editions of Minecraft, and 15 topic-based resources, one of which was developed in collaboration with the Institution of Mechanical Engineers. Engineers participating in the project contributed to selection of topics and design of content, as well as delivery of sessions and analysis at the end of the project indicated that topics naturally aligned with the United Nations Sustainable Development Goals. Results were presented at the International Conference for Sustainable Ecological Engineering Design for Society, winning a Chair’s Award.

Example of a solar crop dryer designed in Minecraft. The Building to Break Barriers Solar Crop Dryer session was developed with UWE engineer Ceri Morris (image: Daisy Bristow, UWE graduate engineer).

Expanding on these outcomes, Science Hunters: Engineering for Sustainable Societies launched in 2023 with further support from the Royal Academy of Engineering’s Ingenious Award scheme. In this project, the focus was explicitly on exploring the Sustainable Development Goals, again supporting children from under-represented groups and using Minecraft. Sessions were delivered in schools and communities, including setting up several new Minecraft Clubs in disadvantaged areas of Bristol, and at science festivals. Views of teachers on incorporating the Sustainable Development Goals into engineering and environmental engagement activities using Minecraft were gathered and analysed to support the project’s delivery (results can be found in Education Sciences) and we are currently exploring the perspectives of community group leaders.

The project produced a further 12 topic resources, and a supporting resource pack and resource guide produced as outcomes of the project. The topic resources can be used as standalone activities, or together as outlined in the resource pack and guide, to support children to design and develop their own sustainable future communities.

So far, these Science Hunters engineering projects have produced more than 30 resources, freely available on their SCU webpages. Feedback from both projects has been overwhelmingly positive. Engineers have gained training and experience, while children reported that they enjoyed the sessions, learnt about engineering and engineers and wanted to learn more about engineering. Minecraft Clubs reached multiple groups of children, with feedback reflecting how valuable this was to them and their parents/carers. Teachers responded enthusiastically to the projects, citing the efficacy of Minecraft in engaging children, the benefits of seeing women in STEM roles and accessibility for children with Special Educational Needs. In Engineering for Sustainable Societies in particular, they highlighted the need to engage them with the Sustainable Development Goals and positive impacts, both now and in their futures, on their understanding of engineers and engineering and the role they play in society.

Building to Break Barriers resources can be accessed at: https://go.uwe.ac.uk/BuildingToBreakBarriers

Engineering for Sustainable Societies resources can be accessed at: https://go.uwe.ac.uk/EngineeringforSustainableSocieties

For more information please contact sciencehunters@uwe.ac.uk

Further information on the current and past projects undertaken by the Science Communication Unit can be found here.

From crime scenes to comic strips: exploring forensic science communication

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Forensic science has always fascinated me—from DNA analysis, fingerprinting to blood spatter patterns. So when the chance to collaborate with the Leverhulme Research Centre for Forensic Science and the University of Dundee for my Master’s thesis came along, I jumped at the opportunity.

Forensic science is undeniably complex. It’s one thing to watch a TV show like Silent Witness and feel like you understand certain techniques, but when such intricate details are presented by experts in a courtroom, they can easily overwhelm a jury with little to no science background. And that’s where the challenge lies: how can we make this highly technical information clear and accessible?

Enter The Evidence Chamber: an innovative research project exploring whether science comics can help juries better understand forensic evidence during complicated trials. Yes, comics—something you might not expect in a courtroom setting.

By combining visuals and text, comics tap into something known as dual coding theory, which suggests that people process and retain information better when it’s presented in both visual and textual forms. The Evidence Chamber takes this idea and applies it to forensic science, using comics to explain complex evidence, like DNA profiles or gait analysis, within the context of a fictional murder trial.

The project was spearheaded by the Leverhulme Centre for Forensic Science (LCFS) and FastFamiliar, a talented team of digital performance artists. Their approach is immersive: engaging participants through a fictional murder scenario designed to prompt discussions about the science behind the case. During the mock trial, audiences are presented with different types of forensic evidence—like DNA and gait analysis—in two ways: through expert witness testimonies (as in a typical courtroom setting) and through science comics. My role during my MSc Science Communication, studied within the Science Communication Unit, was to analyse these sessions and determine whether the comics genuinely made a difference in helping audiences understand expert scientific evidence.

So what did we find?

After engaging with the comics, participants in our sessions showed a stronger grasp of the forensic concepts shown. They asked more informed questions, demonstrated greater confidence, and even picked up on details they might otherwise have missed. However, not everyone was sold. Some participants found the comics less accessible, and there were concerns about whether comics might downplay the seriousness of courtroom proceedings.

While the feedback was mixed, one thing is clear: the potential of science comics in this context is significant. This approach offers a unique way to bridge the gap between experts and the public—even in high-stakes environments like criminal trials. By presenting complex scientific information in a more digestible, engaging format, we can make the science more accessible, without compromising its integrity.

The use of science comics in this way is an entirely new area of research, and I’m incredibly proud to have contributed to this pioneering work. Thanks to the expert guidance of my supervisors, Andy Ridgway in the Science Communication Unit and Heather Doran at the University of Dundee, these findings have been published in JCOM .

I can’t wait to see where this research goes and to see how it sparks new conversations about the role of storytelling—and comics—in science communication.

By Izzy Baxter, MSc Science Communication student at UWE Bristol.

Discovering the Magic of Children’s Picture Books: A Reflection on an Internship Experience

Author Science Communication Unit | Posted on

By Magaret Sivapragasam

I have always believed that growth happens when you step outside your comfort zone, but I never imagined just how far mine would stretch when I applied for a UWE summer research internship.

The project focused on exploring how farming is represented in children’s picture books- a crucial study given the growing need for accurate environmental education and the challenge of addressing outdated and unrealistic western farming stereotypes. The idea of combining my love for children’s books with academic research was too intriguing to pass up, despite my lack of experience in the latter. Little did I know, this opportunity would push me to navigate unfamiliar terrain and teach me more than I ever expected.

When I first came across the job advertisement for this internship, it immediately caught my eye. The prospect of analysing children’s picture books was both intriguing and daunting – exactly the kind of challenge I was looking for. The idea of taking on something so different was simply irresistible. Excited yet slightly apprehensive, I decided to apply, eager to discover where this unexpected adventure might lead.

Fast forward to my first day on the job, I was greeted by a team of friendly, and incredibly brilliant researchers who tossed around terms like “content analysis” and “codebooks”. I frantically nodded along, hoping my wide-eyed expression did not give away the fact that I was completely unfamiliar these terms.

My first task was to compile a list of children’s picture books in the UK. It was an interesting process searching for books that met our criteria and going through various children’s book award lists. After weeks of literature reviews, and going through past research on the similar topic, I began to develop a more solid grasp of the research scope.

As I delved into analysing the picture books, surrounded by vibrant illustrations, whimsical characters, and stories that spark the imagination, I began to feel a shift. Gradually, my inner child, buried under layers of academic jargon and research papers, started to emerge. I found myself captivated by how simple illustrations can convey complex ideas about farming, sustainability, and human emotions.

Over the next few weeks, as I meticulously scanned the pages of each picture book, cataloguing everything from the types of farm equipment to the diversity of characters, I realized that my scientific training had given me a unique perspective. I was able to approach the data with an analytical rigor that complemented the team’s social science expertise. Together, we uncovered fascinating insights into how children’s literature may shape young minds’ perceptions of the agricultural world. It turned out that analysing patterns in scientific data was not so different from analysing patterns in children’s books.

But the real turning point came when I stumbled upon a charming book authored by Chitra Soundar and illustrated by Kanika Nair, featuring Farmer Falgu, an Indian farmer who sets out on a journey to find some peace when the mooing, clucking, and quacking on his farm become too much for him to handle. As he travels, he encounters a series of noisy situations. First, he meets a musician, then a snake charmer, and finally, a dance troupe- all of whom add to the noise rather than reducing it. Initially frustrated, Farmer Falgu eventually learns to embrace the sounds and joys of the world around him. This, I realized, is the power of children’s books, not only do they inspire, educate, and cultivate a sense of wonder, but they also remind us to find peace amid life’s noise and chaos.

As my eight-week internship ended, I find myself reflecting on just how much I have learned and grown. I may have started out as a bewildered science nerd, but I am leaving with a newfound appreciation for the nuanced world of children’s literature, and a deep respect for the researchers who dedicate their time to understanding its impact. Who knows, maybe I will even pick up a few children’s picture books for my own bookshelf. After all, the adventures of Farmer Falgu and his pals might just be the perfect complement to my collection of science-themed nonfiction books.

Here’s to embracing our inner child and the unexpected joys that come with exploring new academic frontiers!

Research Project: Representations of farming in children’s literature: how do we move beyond Old MacDonald? 

Dr Amanda Webber, UWE Bristol School of Applied Sciences (with Dr Verity Jones, UWE Bristol School of Education & Childhood & Dr Christopher Bear, University of Cardiff)

SciComm South West 2024:  from time machines to AI illustration

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For a field that is often perceived to be a niche branch of the wider STEM tree, the topics discussed at this year’s SciComm South West conference were remarkably diverse. 

Photo credit Tom Sparey

Following an insightful address from keynote speakers Wyn Griffiths and Dr Lindsay Keith about the practice of inclusion in the industry, attendees were treated to a varied menu of short sessions encompassing many aspects of science communication.

In one room, CERN’s Chetna Krishna discussed the work that goes into launching a podcast for an audience that’s ‘in awe of CERN, but don’t know exactly what we do’, from choosing a logo to ensuring diverse voices are heard. Sam Ridgeway then delved into the hot topic of Artificial Intelligence, and how he harnesses it in his work in documentary filmmaking. One interesting takeaway from Sam’s talk was the importance of always being polite to ChatGPT, as it could prompt better, more helpful answers! Staying on the topic of filmmaking, Ross Exton explored the importance of storytelling and well-structured narratives for producing meaningful and educational videos, facilitating an interactive session testing out the ‘But…So…’  framework on different well-known stories, prompting some amusing contributions. In the next room, time machines, science show questionnaires and climate education were just some of the exciting talks taking place before the conference took a short break for lunch, and a nature walk around campus!

Photo credit Tom Sparey

Photo credit Tom Sparey

Whilst the range of topics varied greatly between each talk, there were some common themes arising. Conversations about funding, ethics and audience engagement were facilitated during the Q&A time for each session, highlighting the challenges and opportunities across the different research contexts. Another idea discussed by several speakers was co-design, the practice of involving users and stakeholders throughout a project, to better meet the needs of end users. PHD student Ana Vasconcelos demonstrated how important participatory processes such as this one are for engaging niche audiences, taking listeners through her fascinating research into information design for the Portuguese autoimmune encephalitis community.

Photo credit Tom Sparey

It was a privilege to share the space with such innovative and hard-working minds, and particularly inspiring to see so many speakers credit their time on the MSc Science Communication at UWE Bristol, which is currently celebrating its 20th year.

Photo credit Tom Sparey

Sarah Adams, MSc Science Communication student at UWE Bristol.

Introducing COALESCE – the project creating a European Competence Centre for Science Communication

Author Science Communication Unit | Posted on

We live in an era when more and more of the science we watch and read appears online and there have been growing problems with misinformation and the polarisation of views. It is also a relatively small proportion of the public, in some countries, who engage with science and are involved with discussions and debates about the trajectory of science.

At the same time, the boom in the availability of opportunities to communicate science online, through the likes of social media, blogs and podcasts, has democratised who gets to communicate about the science of everything from vaccines to nuclear energy. But how do we define what is ‘good quality’ science communication? It’s not a straightforward question to answer.

A new project funded by the European Commission, COALESCE, is looking to address these challenges and questions. A consortium of 13 partners across Europe, including the Science Communication Unit (SCU), have come together to develop a European Competence Centre for Science Communication and a SciComm Academy for capacity building and training. Within the project we’ll synthesise and bring together the insights from Horizon2020 SwafS (Science with and for Society) projects and other sci com research to offer advice, expertise, resources and tools enabling new, innovative, science communication techniques to be adopted. Anyone who communicates science – from journalists, to public engagement experts, bloggers and vloggers – will have access to these resources.

The Competence Centre and Academy, which will be online, will also amplify the work of the existing science communication networks out there that are already doing fantastic work and help to share their insights into good science communication practice. Co-creation will be used to create materials within COALESCE to enable mutual learning and ensure the resources meet the needs of those who will use them. As part of the project, national and regional hubs will be created across Europe that will act as physical venues, bringing communities of practice together and ensuring that the Competence Centre’s materials and resources are relevant to and visible within national and regional contexts.

The project is led by Erasmus University Rotterdam and Science For Change, a social enterprise based in Barcelona. Several members of the Science Communication Unit (SCU) are part of the team: Andy Ridgway, Emma Weitkamp, Clare Wilkinson and Emma Brisdion. The SCU will play a key role in raising the profile of the Competence Centre and Academy and making sure science communication practitioners are aware of the resources and tools the project creates. SCU team members are also involved in other aspects of COALESCE, including the work to create training materials and the creation of an impact and evaluation tool for science communication.

COALESCE team at the project kick-off meeting in Rotterdam, April 2023.

Speaking at the project’s kick-off meeting in April 2023, Jason Pridmore, from Erasmus University Rotterdam and the COALESCE Project Coordinator, said:

“The word ‘coalesce’ is about coming together and the COALESCE project is about the coming together of many different science communication research projects to produce a new project, that will focus on creating a Competence Centre for Science Communication for all of Europe. For me, that means making sure that we are effective at our science communication and that we are engaged with our public stakeholders and policymakers, that we are training people, engaging people in citizen science and that we are proliferating across different media landscapes.”

A number of COALESCE colleagues attended the Public Communication of Science and Technology Conference (PCST 2023) in Rotterdam in April to raise the profile of the project – but most importantly to start valuable conversations with researchers, practitioners and networks that will help shape the project’s work.

In the coming year, a website, podcasts, videos and infographics will be created to share insights and resources. To find out more and get involved now, you can join the conversation and help shape the Centre and Academy by connecting with COALESCE on Twitter (@ScicommEU) and on LinkedIn (COALESCE SciComm).

The COALESCE project partners are: Science for Change (Spain) Erasmus University Rotterdam (Netherlands), Venice International University (Italy), Trinity College Dublin (Ireland), Lappeenranta-Lahti University of Technology (Finland), Formicablu (Italy) University Of Valencia (Spain), Vrije Universiteit Amsterdam (Netherlands), Science Communication Unit, University of the West Of England (UK), Stickydot (Belgium), The Spanish Foundation For Science And Technology (Spain), SISSA Medialab (Italy) and Tallinn University (Estonia). COALESCE is funded by the European Union.

The COALESCE team brings together those involved with Horizon 2020 SWAFS-19 projects: NEWSERA, TRESCA, QUEST, GlobalSCAPE, ParCos, ENJOI, CONCISE and RETHINK.

The SCU’s involvement in COALESCE is funded by UKRI within the Horizon Europe guarantee scheme.

Emma Brisdion and Andy Ridgway, Science Communication Unit, UWE Bristol

Homes under the microscope: pilot phase

Author Science Communication Unit | Posted on

Like most people I spend a lot of time in my home; on average we spend 80% of our time in our homes, much more than they spend in any other environment.  This makes our homes very important for our health but, despite this importance, relatively little is known about air pollution in the home.  This is partly due to the huge range of different homes (I mean, what is a “typical home”?) and partly because it is rather obtrusive for researchers to collect data in homes where people are living!  Citizen science offers a powerful solution to this problem; by empowering people to take measurements within their own homes, citizen science research projects can not only offer participants a new insight into their home environment, but also allow the collection of data across a wide range of home environments.

Homes under the Microscope is one such citizen science project in which participants measured the concentration of airborne microfibre pollution in their homes.  Airborne microfibres are produced when we use the textiles in our homes, they are just tiny fragments of material that have broken off from e.g. carpets, curtains or clothes and passed in the air around us.  Now that many of the textiles in our homes contain plastic, many of the microfibres in our homes are also microplastics, but very little is known either about the amount of microfibres or what they are made of.  

The pilot phase of the project recently ran in Bristol; participants were each given 8 sample collection dishes that they placed in 4 rooms in their houses (2 dishes per room) for two weeks.  These dishes are just petri dishes with a sticky section at the bottom of the dish, any microfibres that land on the sticky section stay attached, so after two weeks we can count the number of fibres deposited.  

One of the biggest findings in the study is that the concentration of microfibres varies a lot between rooms – bedrooms had the highest number of microfibres, closely followed by bathrooms.  Whereas kitchens and hallways had much lower numbers.   Samples collected were analysed in a laboratory to understand what the fibres were made of, from the samples tested so far 41% were found to be microplastic (most commonly polyester) and 55% were natural (most commonly cellulose).  One of the purposes of the pilot was to shape the design of the main project, feedback from the pilot showed that the very simple microfibre collection method worked (which was a relief!) and that two weeks was plenty of time to collect a range of microfibre concentrations. Finally the participants took the time to give extensive feedback on the instructions and methodology, which allowed us to refine them and to make them clearer so more people can participate in the next phase. 

“We all really enjoyed it, and it has taught us more about our home!”

pilot participant

Text by: Kirsty Pringle, HOMEs project 

Homes Under the Microscope is a multidisciplinary project that brings scientists, participants and the textile industry together to develop a new way to measure microplastics in the home. It is a collaboration between the Science Communication Unit and the Air Quality Management Resource Centre at the University of West England, the University of Leeds and the University of Edinburgh.

Driving policy around the COVID-19 pandemic

Author Science Communication Unit | Posted on
Policy briefs exploring the impact of COVID-19 on people and the planet have been published by researchers from UWE Bristol’s Science Communication Unit.

During the global pandemic, children’s lives were changed by both the presence of the virus and measures put in place to control it e.g., closure of schools and play spaces, move to online learning, and social distancing. The Voices in a Pandemic project (VIP-CLEAR) highlighted the importance of capturing children’s voices, which are often missed, about the impacts of these mitigations on their lives.

The interdisciplinary research team from UWE Bristol (which included 3 members of the Science Communication Unit) used arts-based methods to capture the experiences of children in six schools in socially disadvantaged areas of Bristol.  The first of these activities asked them to ‘map their world’ as the country emerged from the third national lockdown. This process gave children the time and space to reflect on this period of their lives. Their drawings showed how diverse their experiences were; some children enjoyed spending time with their family, but others found it difficult being separated from key support networks, and friends and family members. It was particularly hard for those who were dealing with existing challenges around space, food, money and resources. It is likely that children will experience further social shocks (e.g., pandemics, climate change) and the mapping policy brief outlines ways in which schools, community services, local government and public health teams can support children to cope with these intangible threats.  A primary book and teacher’s notes have also been co-created by the project artist in collaboration with the academic researcher team.   ‘Learning to Live with Fog Monsters’ is available digitally and in hardcopy, and aims to engage children with these complex topics.

The Future Brief COVID-19 and the environment: links, impacts and lessons learned, meanwhile, brings together research that highlights how the risk of zoonotic disease and pandemics is increased through human activities such as industrialised agriculture and land-use change. The policy brief, produced by Science for Environment Policy (based in the Science Communication Unit) for the EU Directorate-General of the Environment, also highlights how climate change and the wildlife trade are increasing the risk of emerging infectious diseases that may jump from animals to humans.

The brief emphasises the importance of the One Health Approach, which recognises that environment, wildlife and human health are interdependent. Since the risk of zoonotic disease increases where humans encroach on wildlife habitat, global hotspots of high risk have been identified by researchers working in this field. Minimising the risk is another task; this will rely on actions that improve the sustainability of farming, land use and our interactions with wildlife.

The brief also offers an overview of findings on the environmental impacts of the pandemic – from changing air quality as the world locked down, to increased volumes of single-use plastic and PPE littering beaches. Mass action can change behaviour to be kinder to the environment – can we harness the shock wave of COVID to inspire a green recovery? The brief was produced before the war in Ukraine, which has of course had huge effects on the energy landscape in the EU, but the message stands that addressing climate change and environmental degradation should not be overshadowed by economics but be integral to a sustainable future.

Although national and world events in 2022 have turned our attention away from the pandemic and its effects, the VIP-CLEAR project and the Future Brief show that it is crucial we reflect on the events of the last three years, to learn lessons, to understand and support those affected, and look to a resilient future.

Amanda D Webber and Caroline Weaver

Homes under the Microscope: A citizen-led project to investigate airborne microplastics in the home

Author Science Communication Unit | Posted on

By Dr Margarida Sardo 

Homes Under the Microscope (HOMEs) is a multidisciplinary project that brings scientists, participants and the textile industry together to develop a new way to measure microplastics in the home. It is a collaboration between the University of West England, the University of Leeds and the University of Edinburgh. The researchers involved have a wide range of backgrounds including environmental research, laboratory analysis of microplastics and social science researchers who work to evaluate research projects. Led by Dr Ben Williams (Air Quality Management Resource Centre, UWE Bristol), HOMEs has the involvement of two Science Communication Unit members, Dr Margarida Sardo and Sophie Laggan.

About two thirds of the clothes we wear contain plastic, most commonly polyester, nylon or acrylic. These materials are cheap and extremely versatile. Plastics can help make fabrics stretchy and more breathable as well as making them long-lasting and durable. Other textiles also contain plastics – sofas, curtains and carpets often have plastics added to make them more hard wearing. When we use the textiles in our home, friction causes tiny fibres to break off and be released into the air.  These small fragments are called microplastics. There have been very few studies about the amount of microplastics in the home, but what research has been done shows that every home sampled so far contains some airborne microplastics.

In this study researchers want to count how many airborne microplastic particles there are in a wide range of different houses. They also want to examine what they are made of, which will help us understand where they come from.

Citizen scientists will place passive samplers in their homes, using low-cost microscopes to see and take pictures of their samples. They will then use machine vision approaches to characterise their own samples by size/shape/colour etc., at home.

The research team will also undertake confirmatory analyses so citizens can see what types of plastic (if any) are present in their samples, allowing the team to build an understanding of airborne microplastic generation at home.

HOMEs is funded by the Biotechnology and Biological Sciences Research Council (BBSRC), through the UK Research and Innovation (UKRI) Citizen Science Collaboration Grant (Reference BB/V012584/1).

You can read the press release here.

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