How repeated exposure to informal science education affects content knowledge of and perspectives on science among incarcerated adults.

Over two million men, women, and youth are incarcerated in the United States. This large and ethnically diverse population has, in general, more limited exposure to education, particularly in scientific fields, than the general public. Formal educational programs for the incarcerated can be expensive and logistically difficult to initiate and maintain, but informal science education (ISE) approaches have the potential to significantly improve inmates' view of science and of themselves as science learners. However, "dosage effects"-how repeated exposure to educational experiences may affect listeners-are poorly documented. In this study, we evaluated the longitudinal effects of an ISE program in Utah, which provided a monthly lecture series delivered by academic scientists on a range of science topics. Science content knowledge, self-perception as a science learner, interest in science, and a desire to seek out more scientific information all significantly improved for inmates attending lectures. We also found that seeing a greater number of lectures is positively associated with a desire to seek out additional information. We documented an inverse relationship between education background and the increase in a desire to learn more, suggesting that those with more limited exposure to science manifest the greatest increase in seeking out more information. These results suggest that ISE for the incarcerated significantly improves their knowledge of, and relationship with, science; that some of these effects carry over across months or years; and that ISE programs can have the largest impact by focusing on those with more limited prior exposure to science.