This research addresses the growing need to engage communities, particularly traditionally excluded groups like non-academic women, in scientific processes. It builds upon the established understanding of community science, which emphasizes research models improving community quality of life through shared knowledge and decision-making. While existing studies focus on health promotion, this study investigates the effectiveness of Dialogic Scientific Gatherings (DSGs) in promoting citizen engagement in science focused on sustainable development goals like quality education and gender equality. The study examines the replicability of DSGs, a community science action proven to engage traditionally non-participatory groups. It leverages the framework of the EU H2020-funded ALLINTERACT project to investigate how DSGs enhance citizen awareness of scientific research benefits, their engagement in science, and their participation and attitudes towards science.

The introduction highlights a gap in the literature: the lack of analysis regarding citizen motivations for science involvement, and citizen awareness of community science benefits. Existing literature emphasizes the potential of community science, particularly in health promotion focused on women, but lacks studies on broader applications and diverse participant groups. This research draws upon the communicative methodology and dialogic theory of social sciences to incorporate non-academic women's voices into research processes, addressing social issues that benefit them and their communities. Previous studies on DSGs have shown their effectiveness in fostering scientific literacy and community science action among children and adults of various ages and educational backgrounds. This study contributes to the growing body of research on citizen engagement in science and aims to demonstrate the replicability of DSGs.

This study employed a mixed-methods approach using pre- and post-test focus groups (FGs) to assess the impact of Dialogic Scientific Gatherings (DSGs). The pre-test FG, conducted in October 2021, explored participants' existing perceptions on scientific research benefits, awareness, and engagement. Eleven DSG sessions, from November 2021 to June 2022, constituted the intervention. Participants (10 mothers and 2 teachers from a Barcelona primary school) collaboratively selected and discussed open-access scientific articles focusing on preventing violence and gender violence through education. The post-test FG, conducted in July 2022, assessed changes in participants' perceptions across five key areas: a) how citizens benefit from scientific research; b) citizen awareness of the impact of scientific research; c) successful awareness-raising initiatives; d) awareness-raising actions fostering new talent recruitment in sciences; and e) policies promoting awareness and engagement. The post-test FG also explored participants' perspectives on the DSG replicability and the role of dialogic learning principles. Data analysis involved independent categorization and triangulation by four researchers, followed by participant feedback.

The pretest focus group revealed limited prior engagement with scientific research among most participants, particularly mothers without higher education. Awareness of scientific benefits was primarily related to health, with teachers demonstrating some awareness regarding gender equality and education. Participants acknowledged a need for initiatives providing scientific evidence on issues directly impacting their lives, expressing difficulty in distinguishing reliable information from misinformation. The post-test focus group demonstrated significant changes. Participants emphasized the value of understanding the scientific evidence behind school-based violence prevention, recognizing its benefit to themselves, their families, and their school. They reported gaining a sense-making process and improved understanding of educational actions based on social impact evidence. Awareness of the impact of scientific research increased significantly; participants specifically noted newfound knowledge of the effects of technology on children's empathy and attention, and of the concept of "Isolating Gender Violence" (IGV). The DSGs fostered a hopeful perspective, transforming the perception of bullying from a seemingly intractable problem to one amenable to evidence-based prevention. The participants highlighted the ability to distinguish opinions from scientific evidence, along with increased confidence and comfort in reading and understanding scientific articles. Increased freedom and motivation to engage in social issues were noted. The success of the DSGs was linked to the adherence to dialogic learning principles (egalitarian dialogue, cultural intelligence, transformation, instrumental dimension, creation of meaning, solidarity, and equality of differences). The experience also had an indirect impact: participants reported sharing what they learned with their children, leading to positive changes in conflict resolution at home. The collaborative nature of the DSGs fostered the desire to replicate the initiative in other settings, impacting other schools and neighborhoods. The inclusion of a mother's testimony at the European Parliament highlighted the significant personal and community transformation resulting from participation in the DSGs.

This study addresses the research questions by demonstrating the successful replication of DSGs to promote citizen engagement in science, particularly among women with limited prior science experience. The key findings indicate a notable increase in awareness, understanding, and engagement with scientific research among participants. The study contributes significantly to the existing literature by showcasing a replicable model for community science initiatives targeting non-traditional groups, extending beyond health-focused initiatives. The emphasis on participant-driven topic selection and the implementation of dialogic learning principles were vital for the success of the DSGs. The results underline the importance of creating inclusive spaces for scientific discussion, empowering citizens to engage with scientific evidence directly.

This study provides compelling evidence for the replicability and effectiveness of DSGs as a community science action. The success hinges on two crucial factors: participant-driven topic selection and the faithful application of dialogic learning principles. Future research should explore DSG implementation across diverse contexts and populations, further validating its effectiveness. This research highlights the potential for citizen science initiatives to bridge the gap between scientific knowledge and community needs, empowering citizens to become active participants in shaping their own lives and their communities.

The qualitative nature of this case study, based on a small group of participants, limits the generalizability of findings. While the study demonstrates the potential impact of DSGs, further research with larger, more diverse samples is needed to validate these findings across broader populations and contexts. The focus on a specific primary school context might not be wholly representative of all socio-economic conditions and school environments. The inherent complexity of human behavior makes it challenging to isolate the specific factors contributing to changes in attitudes towards science for each participant. However, this limitation is commonly encountered in social science research.