About - ClimateTalk

Programme Overview

The project began in January 2024. Funded by Research Ireland (previously Science Foundation Ireland) through the Discover Programme, our mission is to inspire the next wave of science communicators—and it all starts with schools and students like you!

Here’s what we’re aiming to do:

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Inspire and create greater public awareness of the impact of STEM on society and its connection and contribution to everyday life.

We want to show how science, technology, engineering, and maths (STEM) impact our daily lives and are key to tackling global challenges like the climate crisis. By helping students explore the role of STEM in today’s world, we hope to spark a deeper interest and understanding of how it shapes our future.

Stimulate debate amongst the public and create opportunities for dialogue with STEM experts/researchers.

We’re all about conversation. By co-producing multimedia content with TY students on topics of importance to them and disseminating it through their schools and across a wide network, we will foster debate and dialogue on the importance of STEM in society.

Develop an awareness and confidence in applying scientific methods to enhance media literacy skills.

By running workshops with students on how to spot misinformation and how to think critically about source material, we will raise confidence in the scientific method and develop science and media literate young people.

Support projects which develop capacity and skills for the delivery of STEM Education and Public Engagement (EPE) in Ireland.

Our interactive workshops are designed to not only teach but also learn from students. This way, we can figure out the best ways to engage with this “digitally native” generation and pass those insights on to others. The knowledge gained from this project will be shared widely to improve STEM education and public engagement across Ireland.

By joining , students get the chance to make their voices heard, build new skills, and be at the forefront of creating a positive change. Together, we’re building a community of curious, capable, and confident young science communicators!

Participating in the Programme

Participating schools will receive a visit from two of the team, who will deliver a comprehensive, full-day workshop focused on climate change, misinformation, and the development of independent media projects. The workshop is structured into three distinct segments.

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Segment

The first segment addresses the fundamentals of climate change—examining its causes, impacts, and the primary contributors. This portion of the day is designed to be highly interactive, incorporating a board game, guided discussions, and structured debates to engage students actively in the topic. Emphasis is placed on empowering individuals to develop an influential voice capable of effectively engaging with key stakeholders and major contributors to climate change.

Segment

The second segment delves into the identification of misinformation and disinformation, exploring the motivations behind their dissemination. This portion includes an analysis of deceptive information through engaging activities, such as the “Two Truths and a Lie” game, and involves a critical examination of misleading graphs, as well as social media and mainstream media content. The objective is to enhance students’ skills in discerning credible information, despite its often elusive nature. Additionally, this segment discusses the role of individual agency in advocacy, emphasizing how students can effectively use their voices to become informed climate activists.

Segment

The third segment consists of a demonstration of the multimedia equipment, which will be provided to the Transition Year (TY) coordinator for student use in the creation of their media projects. The equipment set includes clip microphones, tripods, selfie sticks, and gimbals. Following the demonstration, students are encouraged to organize into groups and engage in the initial stages of project development through brainstorming sessions, the creation of mind maps, and the drafting of storyboards. Students then proceed to utilize their smartphones, alongside the provided equipment, to begin the production of their media projects.

Segment

The first segment addresses the fundamentals of climate change—examining its causes, impacts, and the primary contributors. This portion of the day is designed to be highly interactive, incorporating a board game, guided discussions, and structured debates to engage students actively in the topic. Emphasis is placed on empowering individuals to develop an influential voice capable of effectively engaging with key stakeholders and major contributors to climate change.

Segment

The second segment delves into the identification of misinformation and disinformation, exploring the motivations behind their dissemination. This portion includes an analysis of deceptive information through engaging activities, such as the “Two Truths and a Lie” game, and involves a critical examination of misleading graphs, as well as social media and mainstream media content. The objective is to enhance students’ skills in discerning credible information, despite its often elusive nature. Additionally, this segment discusses the role of individual agency in advocacy, emphasizing how students can effectively use their voices to become informed climate activists.

Segment

The third segment consists of a demonstration of the multimedia equipment, which will be provided to the Transition Year (TY) coordinator for student use in the creation of their media projects. The equipment set includes clip microphones, tripods, selfie sticks, and gimbals. Following the demonstration, students are encouraged to organize into groups and engage in the initial stages of project development through brainstorming sessions, the creation of mind maps, and the drafting of storyboards. Students then proceed to utilize their smartphones, alongside the provided equipment, to begin the production of their media projects.

In the subsequent weeks, a member of the team will conduct two follow-up visits to each participating school, each session lasting one class period, to provide guidance and monitor progress. On a designated date, students will submit their media files and a one-page project report, which will be collected on a provided memory stick.

All TY students will then be invited to participate in a final showcase event at DCU, attended by multiple schools. During this event, at least one project from each school will receive a cash prize, with an overall winner selected from the submissions. The showcase will feature screenings of the winning projects, an interactive escape room activity, and presentations by guest speakers from the fields of science and media.

The Team

Jennifer Gaughran

Dr. Jennifer Gaughran is an Assistant Professor in the School of Physical Sciences in DCU and the Chair of the Physics with Biomedical Sciences degree programme. Jennifer’s research has focused on the design and testing of new and innovative methods in biological analysis for disease detection. In addition, Jennifer is interested in materials science and engineering for biological and environmental applications. Jennifer is the project lead for the project. She is a keen science communicator and has won numerous awards for communicating her research in an accessible way including the IOPI Rosse Medal, National Thesis in 3 and Tell-It-Straight competitions.

Dr. Jennifer Gaughran is an Assistant Professor in the School of Physical Sciences in DCU and the Chair of the Physics with Biomedical Sciences degree programme. Jennifer’s research has focused on the design and testing of new and innovative methods in biological analysis for disease detection. In addition, Jennifer is interested in materials science and engineering for biological and environmental applications. Jennifer is the project lead for the project. She is a keen science communicator and has won numerous awards for communicating her research in an accessible way including the IOPI Rosse Medal, National Thesis in 3 and Tell-It-Straight competitions.

Trish Morgan

Trish Morgan is an assistant professor in the School of Communications at Dublin City University. Her research is concerned with the systemic aspects of environmental crisis, and the communication of these multiple environmental issues. She is interested in the urgency of communicating transition towards sustainability through novel communication approaches, doing this through traditional research, along with a multimedia practice that uses sound, photography, video and augmented reality.

She has completed (as PI) two EPA-funded research projects concerning the communication of environmental issues and the role of communications, including novel practices in behaviour change towards sustainability.

Trish Morgan is an assistant professor in the School of Communications at Dublin City University. Her research is concerned with the systemic aspects of environmental crisis, and the communication of these multiple environmental issues.

She is interested in the urgency of communicating transition towards sustainability through novel communication approaches, doing this through traditional research, along with a multimedia practice that uses sound, photography, video and augmented reality.

She has completed (as PI) two EPA-funded research projects concerning the communication of environmental issues and the role of communications, including novel practices in behaviour change towards sustainability.

Aka D. Large

Aka is a Researcher with the DCU School of Communications. Her current research specialises in the archival study of environmental media and the development of creative methodologies for communicating climate and environmental issues. With a BSc in Multimedia and an MSc in Public Relations and Strategic Communications, Aka’s interdisciplinary background bridges technology, culture, and communication. Her work within SEED (Sensory Experiences of Environmental Data) investigates how environmental data can be reimagined through multi-sensory practices, engaging sound, touch, visuals, and performance to establish new forms of public engagement. Beyond academic research, her work includes creative projects in music, cosplay, public relations and editorial practice, which inform her exploration of experimental modes of storytelling.

Aka is a Researcher with the DCU School of Communications. Her current research specialises in the archival study of environmental media and the development of creative methodologies for communicating climate and environmental issues. With a BSc in Multimedia and an MSc in Public Relations and Strategic Communications, Aka’s interdisciplinary background bridges technology, culture, and communication. Her work within SEED (Sensory Experiences of Environmental Data) investigates how environmental data can be reimagined through multi-sensory practices, engaging sound, touch, visuals, and performance to establish new forms of public engagement. Beyond academic research, her work includes creative projects in music, cosplay, public relations and editorial practice, which inform her exploration of experimental modes of storytelling.

Joe Rooney

Joe Rooney is a recent graduate of Dublin City University (DCU), where he was awarded a Bachelor of Science (BSc) with First Class Honours in Multimedia. He is currently pursuing a master’s degree in Documentary Practice at DCU. In addition to his academic pursuits, Joe is a well-established actor and comedian, widely recognized for his notable roles in the television series Father Ted and Killinaskully, for which he also contributed as a writer. He is presently serving as a Research Assistant on the project.

Joe Rooney is a recent graduate of Dublin City University (DCU), where he was awarded a Bachelor of Science (BSc) with First Class Honours in Multimedia. He is currently pursuing a master’s degree in Documentary Practice at DCU. In addition to his academic pursuits, Joe is a well-established actor and comedian, widely recognized for his notable roles in the television series Father Ted and Killinaskully, for which he also contributed as a writer. He is presently serving as a Research Assistant on the project.

Stephen Gammell

Stephen Gammell is an assistant professor in the School of Physical Sciences in DCU. Stephen previously worked as a second-level teacher of physics, maths and science and was team leader with the Professional Development Service for Teachers, with responsibility for teacher professional development in the areas of physics, maths, applied maths and technology. Stephen’s research is focused on STEM education, with an emphasis on approaches which can be utilised to improve students’ conceptual understanding. Stephen is an advocate for continuity and collaboration across the continuum of education, from early childhood education to tertiary education, has previously chaired the Science and Mathematics Education Conference (SMEC) and currently chairs the NCCA Development Group for the reform of senior-cycle maths.

Stephen Gammell is an assistant professor in the School of Physical Sciences in DCU. Stephen previously worked as a second-level teacher of physics, maths and science and was team leader with the Professional Development Service for Teachers, with responsibility for teacher professional development in the areas of physics, maths, applied maths and technology. Stephen’s research is focused on STEM education, with an emphasis on approaches which can be utilised to improve students’ conceptual understanding. Stephen is an advocate for continuity and collaboration across the continuum of education, from early childhood education to tertiary education, has previously chaired the Science and Mathematics Education Conference (SMEC) and currently chairs the NCCA Development Group for the reform of senior-cycle maths.

Michael O Neill

Michael O Neill is a multimedia producer and filmmaker with a background in music and audio design. He holds a BSc in Multimedia from Dublin City University (DCU) and is currently completing a Master’s in Documentary Practice at DCU. His work blends storytelling with technical skill, with experience across podcasting, short films, animation, and sound production. He co-directed Post Digital and is currently co-directing and producing Super Musical Bros., a documentary exploring live musical performance in gaming spaces. With a foundation in music performance and composition, Michael brings a strong creative ear to all his media work. He is currently serving as a Research Assistant on the project.

Michael O Neill is a multimedia producer and filmmaker with a background in music and audio design. He holds a BSc in Multimedia from Dublin City University (DCU) and is currently completing a Master’s in Documentary Practice at DCU. His work blends storytelling with technical skill, with experience across podcasting, short films, animation, and sound production. He co-directed Post Digital and is currently co-directing and producing Super Musical Bros., a documentary exploring live musical performance in gaming spaces. With a foundation in music performance and composition, Michael brings a strong creative ear to all his media work. He is currently serving as a Research Assistant on the project.

Dr Natalie O’Neill

Dr Natalie O’Neill is an Assistant Professor in the School of Policy and Practice at DCU. She is the programme chair for Science and Mathematics Education, where she works with student teachers of mathematics, physics and chemistry. She also has over 20 years of experience a science teacher in the secondary school system. Her areas of research include enquiry-based science education, particularly in the area of practical work, and biodiversity education. She is the chair of the ESAI Biology Education Special Interest Group and is also a founding member of the Biology Educator’s Association.

Dr Natalie O’Neill is an Assistant Professor in the School of Policy and Practice at DCU. She is the programme chair for Science and Mathematics Education, where she works with student teachers of mathematics, physics and chemistry. She also has over 20 years of experience a science teacher in the secondary school system. Her areas of research include enquiry-based science education, particularly in the area of practical work, and biodiversity education. She is the chair of the ESAI Biology Education Special Interest Group and is also a founding member of the Biology Educator’s Association.

Dr Darren Clarke

Dr Darren Clarke is a geographer whose research interests include climate adaptation, environmental policy and governance, and human wellbeing.

His research explores how communities can better adapt to challenges like climate change whilst protecting their health and wellbeing. He is also interested in the governance of climate adaptation. His work emphasises the need for transformative change, a key strategy highlighted by the Intergovernmental Panel on Climate Change (IPCC) for addressing climate change in a fair and sustainable way.

Dr Darren Clarke is a geographer whose research interests include climate adaptation, environmental policy and governance, and human wellbeing.

His research explores how communities can better adapt to challenges like climate change whilst protecting their health and wellbeing. He is also interested in the governance of climate adaptation. His work emphasises the need for transformative change, a key strategy highlighted by the Intergovernmental Panel on Climate Change (IPCC) for addressing climate change in a fair and sustainable way.

This project has emanated from research supported in part by a grant from Research Ireland under Grant number [23/DP/11908].