Interview With Janet Barnes

Janet Barnes

Educator, artist, and coordinator of the afterschool program at Park Middle School in Antioch

Q: Could you share your name, pronouns, and how you engage with science and learning?

A: I’m Janet Barnes. My pronouns are she/her. I engage with science and learning through my afterschool program. I’m a coordinator for a middle school afterschool program at Park Middle School in Antioch, so I work with sixth, seventh, and eighth graders all day.

To engage with that age group, you have to keep them interested. It’s a lot of hands-on work, but to me it’s really about working with them to stay engaged. We learn together. If we ask questions together, it’s not like a traditional school role where there’s a teacher and a student sitting separately.

In an afterschool environment, it’s more relaxed. You’re not right or wrong, and they know I’m not grading them. We’re just trying to figure things out. I make it more about working as partners. I’m right there with them, and their questions are just as important as mine.

I’m also a professional artist, which is my main trade. I try to engage students with things they already love to do. They love to draw, so we incorporate that. If they love to cook, I tell them that’s science. When they realize they’re already doing things connected to science, it becomes much easier to engage them in future projects.

Q: What is your connection to the Lawrence Hall of Science?

A: I’ve been friends with The Lawrence’s Reyna Hamilton for many years through afterschool programs and personally. Reyna and her staff would come to our trainings and teach our staff how to run science activities. It was great because we could try the activities ourselves first, see what worked, and then bring them back to our programs.

The Lawrence Hall of Science has given us tools, projects, and ideas that we take directly to our students. We’ve also brought our students to The Lawrence. One of my favorite moments was when my students’ projects were displayed in the lobby.

One project was about face masks during the pandemic. I had the students draw themselves wearing their masks and describe how it made them feel. The Lawrence Hall of Science displayed their work beautifully in their lobby. It made them feel seen and important.

Imagine my students walking into The Lawrence Hall of Science and seeing their artwork, videos, and words on display. That partnership means a lot to my program.

Q: What relationships, traditions, collaborations, or community practices make your work possible?

A: A big part of it is family and community engagement. During the pandemic, we moved everything online. My afterschool program ran on Zoom, which meant families could participate alongside the students.

I remember one activity where we made ice cream using a bag. Students were doing it in their kitchens while their families helped. That opened up science to the whole household.

I even delivered materials to students’ porches so they could participate. That built a real sense of collaboration in the community.

We also interviewed scientists over Zoom. One of them was Reyna. Many of my students are children of color, and when they saw a young woman of color who was a scientist, it made a huge impact. One student said, “She’s just like me.”

Moments like that matter. Once students see themselves in science, it becomes easier to engage them in projects.

Now we host large family science engagement nights. My eighth graders facilitate science activities for younger students and their families. We invite feeder elementary schools and their families to attend. We’ve had around 500 people at these events.

The students run the activities themselves, which is amazing to see.

Q: What strategies do you use to make science engaging and accessible for your students?

A: When students hear the word science, they sometimes think of a teacher standing at the front of the room while they sit at desks. In the afterschool setting, it’s very different.

There are no grades, and we’re relaxed. We’re sitting around tables, sometimes even on the floor. I always give them choices between different kinds of activities.

Sometimes one activity is more engineering-based, and another is more experimental or hands-on. That lets me see what students are most excited about.

I also incorporate art into the projects whenever possible. Turning STEM into STEAM helps students relax and feel comfortable participating.

I always tell them nothing is right or wrong. These are hypotheses and ideas. Let’s try something and see what happens.

One activity we do is balloon race cars. Students design cars powered by balloons, and they experiment with different wheels and designs. Instead of telling them something won’t work, I let them try it and see what happens.

The most important thing is creating a safe environment where they feel comfortable exploring and experimenting.

Q: What advice do you have for young people who think science isn’t for them?

A: I tell them that they’re already doing science in their everyday lives.

If they like drawing, building things with cardboard, cooking, or creating something, that’s science. I try to help them recognize the science in the things they already enjoy.

And I remind them that we’re going to try things together. I’m right there with them.

Q: What would the world look like if everyone felt welcome in science?

A: If everyone had access to science, we would see scientists from every race, every community, and every economic background.

People need to see what they can be. If students saw more scientists who looked like them, they would feel more confident sharing ideas and asking questions.

Science would also become part of everyday life, not just a subject in school. Families would talk about it, communities would use it to solve problems, and more people would feel empowered to participate.

I think we would see a lot more community problem-solving.

Q: Do you have a science hero?

A: Yes. My science hero is Reyna Hamilton.

Seeing how she teaches science and how she engages students has inspired me. She makes science welcoming and fun, and she connects with students and adults alike.

Watching her work has helped me bring more science into my own program.

Q: What is your favorite thing about science?

A: My favorite thing about science is the process.

I love watching students go through the process of trying something, failing, fixing it, and trying again. Seeing the lightbulb moment when they figure something out is the best part.

The result is great, but the process of getting there is what makes science exciting.