Staging science with young people: bringing science closer to students through stand-up comedy
| Autor: | Isabel Ruiz-Mallén, Sandrine Gallois, María Heras |
|---|---|
| Přispěvatelé: | Universitat Oberta de Catalunya. Internet Interdisciplinary Institute (IN3), Leiden University |
| Rok vydání: | 2020 |
| Předmět: |
Teaching method
Ethnic group actitud cap a la ciència educación cientfíca basada en el drama Education imatges de ciència Science -- Study and teaching Pedagogy ComputingMilieux_COMPUTERSANDEDUCATION 0501 psychology and cognitive sciences images of science actitud hacia la ciencia Socioeconomic status Ciència -- Ensenyament Science instruction 05 social sciences 050301 education STEM Comedy Identification (information) attitudes towards science Ciencia -- Enseñanza Psychology educació científica basada en el drama 0503 education drama-based science education 050104 developmental & child psychology Drama imágenes de ciencia |
| Zdroj: | O2, repositorio institucional de la UOC Universitat Oberta de Catalunya (UOC) |
| Popis: | Although efforts are being made to bring science closer to secondary school students, science is still mostly perceived within stereotypic frameworks, hindering students’ identification with it. In this paper, we claim the role that arts-based approaches can play in science education to break these biased views and understandings and generate a more motivating science learning experience. For that purpose, we analyse research conducted with students from two secondary schools in Barcelona participating in a science education project applying drama-based activities within an inquiry process with early-career researchers. More specifically, we explore students’ perceptions of science and their attitudes towards learning science at school and pursuing scientific careers. We then evaluate and discuss how the triad ‘researchers’ interaction – scientific inquiry – artistic creation’ can potentially challenge their storylines about science and bring science learning closer to them. Findings suggest that the evaluated approach contributed to progress in this direction through two mechanisms: creating new rapports with science by offering a creative, inclusive and interactive learning experience, and broadening students’ perceptions in terms of what implies to do science and who can do it. |
| Databáze: | OpenAIRE |
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