Abstract
© The Author(s) 2018. 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.
Original language | English |
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Pages (from-to) | 749-777 |
Journal | Science Communication |
Volume | 40 |
DOIs | |
Publication status | Published - 1 Dec 2018 |
Keywords
- art-based methods
- public perception of scientists
- STEM
- stereotype