This study explores the impact of Dialogic Scientific Gatherings (DSGs) on a group of mothers and teachers from a low-middle socioeconomic background primary school. Using pre- and post-test focus groups, the study investigated changes in participants' awareness of scientific research benefits, involvement in science, and understanding of the social impact of scientific evidence in preventing violence and gender violence through education. Findings show increased awareness, involvement, and understanding after participation in the DSGs, suggesting DSGs as a replicable community science action, contingent on participant-driven topic selection and adherence to dialogic learning principles.

Laura Ruiz-Eugenio, Ariadna Munte-Pascual, Andrea Khalfaoui, Olga Serradell