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PERFORM
Participatory Engagement with Scientific and Technological
Research through Performance
Isabel Ruiz MallénPERFORM Coordinator
“Ramón y Cajal” Research Fellow
12th Scientix Projects’ Networking Event: Gender and innovation in STE(A)M education
Applied drama integrates affective andcognitive education to informed action
(Lyttledyke, 2008)
Arts-based practices are often useful to guide people into seeing and thinking
differently, which is critical to challenge stereotypes and the ideologies they
promote (Leavy, 2015)
ARTS
–
INNOVATION
–
STEM
EDUCATION
–
GENDER
United NationsEducational, Scientific
and
Cultural Organization
We are exploring new science education methods based on scenic arts under the RRI framework to increase motivation for science
PERFORM gathered information on students’ perceptions and attitudes
towards STEM and RRI related issues through 31 exploratory workshops with 467 students
We created new performance-based science education and innovation activities
(PERSEIAs) and testing them in 35 secondary schools with 2,407 students
Ethical issues
Science related stereotypes
Stand-up comedy in Spain
Science busking in the UK
We then developed a participatory educational process actively involving students in inquiry-based learning
Secondary-school students, teachers and early career researchers in a first round of activities
More than 100 students (14 to 16 years old) were involved in a set of workshops guided by PERFORM science communicators, in which their teachers and previously trained early career researchers participated
We are also developing a training for secondary school teachers according to their needs and interests to improve their skills in teaching and communicating STE(A)M
We designed and tested a first round of trainings on responsible science
communication skills attended by 56 early career researchers in Barcelona,
Paris and Bristoland we are now implementing the
second round in the three sites
We assessed the impact of the participatory educational process
Basic cognitive
Experientialaspects
Transversal competences
RRI values
We conducted pre-post surveys, observation, interviews, focus groups with the different actors.
Preliminary results in the UK show, for instance:
• The use of busks within science education can contribute to students’ engagement and learning. Most of them said they enjoyed working together and improved their knowledge on the scientific topics when creating and performing the busks.
• Busks also helped students in improving their communication skills, and in some cases potentially impacted on their self-confidence when performing busks.
• The role of early career researchers in supporting students when creating their busks was highly appreciated by teachers.
However, we need to work more on reducing the gender gap
“I would like to study a career involving science, technology, engineering or mathematics”
www.perform-research.eu
Perform project
performstem
Perform Research
