Universitat Autònoma de Barcelona
Unidad de excelencia María de Maeztu MdM-2015-0552
We examine the impact of researchers' interaction and drama-based techniques when learning science on students' views of scientists and motivations for studying science. We do so through mixed-methods in five secondary schools in three countries. Students changed their perception of scientists toward a less stereotyped image, particularly where their interaction with researchers was higher. Pupils' interest for scientific careers significantly increased where drama-based techniques were more inserted into the pedagogical approach. Promoting long-term interaction with scientists in school settings combined with embedded drama-based methods in science learning/teaching can contribute to reconstructing students' views on who can be engaged in science.
English
Art-based methods; Public perception of scientists; Stereotype; STEM
European Commission 665826
Ministerio de Economía y Competitividad RYC-2015-17676
Science communication ; Vol. 40, issue 6 (2018), p. 749-777
open access
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