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http://hdl.handle.net/10609/121926
Title: Staging science with young people: bringing science closer to students through stand-up comedy
Author: Heras López, Maria
Ruiz Mallen, Isabel  
Galois, Sandrine
Others: Universitat Oberta de Catalunya. Internet Interdisciplinary Institute (IN3)
Leiden University
Keywords: drama-based science education
attitudes towards science
STEM
images of science
Issue Date: 17-Aug-2020
Publisher: International Journal of Science Education
Citation: Heras, M., Ruiz-Mallén, I. & Gallois, S. (2020). Staging science with young people: bringing science closer to students through stand-up comedy. International Journal of Science Education. doi: 10.1080/09500693.2020.1807071
Project identifier: info:eu-repo/grantAgreement/RYC-2015-17676
info:eu-repo/grantAgreement/H2020/665826
Also see: https://doi.org/10.1080/09500693.2020.1807071
Abstract: 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.
URI: http://hdl.handle.net/10609/121926
ISSN: 1464-5289MIAR
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