Making Science Accessible: Lessons from the Lab

Science has always fascinated me - not just as a body of knowledge, but as a way of thinking. My own journey began with engineering, where problem-solving, precision, and innovation were daily practice. Transitioning from an engineering background into science education, I carried with me not only technical expertise but also an approach to learning that prioritises real-world relevance, accessibility, and curiosity.

Bridging Theory and application

In engineering, every equation connects to a tangible outcome: a circuit that works, a system that functions, or a design that solves a problem. Bringing this mindset into the classroom has allowed me to make science accessible to students. Rather than presenting concepts as abstract, I encourage learners to ask: Where does this apply in real life? How does this knowledge solve problems we face in society?

For example, when teaching electricity or energy transfer, I draw parallels with practical engineering systems. This approach not only demystifies the subject but also shows students how science empowers innovation - from renewable energy solutions to digital technologies.

Lessons from the lab: Hands-on engagement

In both engineering and education, the lab is a space for discovery. I believe the most powerful learning happens when students experiment, investigate, and test their ideas. My engineering background has made me value precision, method, and rigour, but also the creativity that comes with experimenting and learning from mistakes.

Encouraging students to “think like scientists” and “explore like engineers” gives them ownership of their learning journey. Whether through structured experiments or inquiry-based projects, I emphasise process as much as outcome - helping learners see that mistakes are stepping stones to innovation.

This belief extends beyond the classroom. In February 2024, I coordinated with a local community centre to run two sessions as part of the Festival of Science and Curiosity. With the support of volunteers from the University of Nottingham, we welcomed children aged 5–9 in one session and 9–15 in another. The rooms were full of excitement, participation, and discovery. For many children, it was their first experience of science as something fun, hands-on, and connected to their own curiosity - a reminder of why community outreach is so vital to making science accessible.

Accessibility through Inclusion

Engineering taught me the importance of systems working for everyone. In education, this translates into inclusive practice - making sure every learner, regardless of background or ability, can engage with science. From differentiated lesson design to scaffolding and targeted support for disadvantaged or SEN students, I strive to ensure that science is not intimidating but empowering.

Accessibility is also about representation. By showing diverse role models in STEM, I help students see themselves in scientific careers and expand their sense of what’s possible.

Fostering student engagement

My research, “Fostering Student Engagement in the Digital World: Technology – A Boon or a Barrier” (presented at the New Perspectives in Science Education Conference, 2021), deepened my belief that engagement is key to achievement. Technology, when used thoughtfully, can bridge gaps, personalise learning, and spark interest. But it must be balanced with human connection - the spark of curiosity that a passionate teacher brings into the room.

Final reflections

Making science accessible is about more than simplifying concepts. It’s about connecting knowledge to real-world problems, making learning interactive, and ensuring every student feels capable of success. My engineering background shaped the way I view science education: not as a subject to be memorised, but as a powerful toolkit to understand and transform the world.

As educators, our challenge - and privilege - is to open that toolkit for every learner. By making science accessible, we not only nurture future engineers, scientists, and innovators, but also empower young people to think critically, solve problems, and believe in their own potential.