Changing Values in Science Education and the Emergence of Science Gallery

Roche, Joseph; Murphy, Colette

doi:10.1007/978-3-030-42172-4_6

Cited by 2 publications

(1 citation statement)

References 14 publications

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“…The development of the academic writing handbook was carried out with museum educators and communicators working at Science Gallery Dublin, an organisation with a history of supporting professional development, reflective practice, and peer-learning (Gorman 2008;Enros and Bandelli 2018;Moore et al 2020;Roche and Murphy 2020). To create a culture of mutual learning and to develop the specific skills of academic writing, it was determined that the best approach would be to establish a staff writing group (Murray and Moore 2006).…”

Section: Establishing An Academic Writing Groupmentioning

confidence: 99%

Academic writing in museums

Roche

Barber

Batlle

et al. 2021

Museum Management and Curatorship

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Museum staff strive to create environments rich in opportunity for visitors to explore their relationship with their heritage, culture, art, or science. Their unique expertise in communicating and creating educational spaces are critical to the field of informal learning. Museum staff possess wide-ranging capabilities across various forms of communication, but many organisations do not employ specialist research staff whose day-to-day work includes writing and publishing in academic journals. Consequently, the academic research that takes place in museums is conducted and published with museum staff, rather than by museum staff. As part of the European science communication project, QUEST, an academic writing group composed of museum staff was established with the goal of creating a handbook to encourage and aid museum professionals in extending their communication skills so that they may convey their work in academic writing and take ownership of how their field is portrayed in the published literature.

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Section: Establishing An Academic Writing Groupmentioning

confidence: 99%

Academic writing in museums

Roche

Barber

Batlle

et al. 2021

Museum Management and Curatorship

Self Cite

View full text Add to dashboard Cite

show abstract

The BioS4You European Project: An Innovative Way to Effectively Engage Z-Generation Students in STEM Disciplines

et al. 2021

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In this contribution, we present the BioS4You project and analyse the results obtained in the first 18 months of its activity. The “Bio-Inspired STEM topics for engaging young generations” (BioS4You) Erasmus+ KA2 Innovation project aims to bridge the gap between STEM national curricula (which include Science, Technology, Engineering, and Mathematics) and the needs of Z-generation students, uninterested to basic themes, but enthusiastic in issues related to environmental, social, and health concerns. The BioS4You project engages young learners in STEM subjects, starting with current issues of interest for them, as the social and environmental impact of new technologies, connecting STEM concepts to real-world technologies that are supporting on facing environmental, social, and health current challenges. Novel fields such as Bioengineering, Bioscience, Biotechnology can be implemented into classroom teaching, integrating academic disciplines, and stimulating the academic and social growth of young people. The knowledge of new STEM contents makes the students feel an active part of the technological innovation (and not just passive users) and help them to build a better future, bringing them closer to the STEM world and enabling them to make more informed choices for their future careers.

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Changing Values in Science Education and the Emergence of Science Gallery

Cited by 2 publications

References 14 publications

Academic writing in museums

Academic writing in museums

The BioS4You European Project: An Innovative Way to Effectively Engage Z-Generation Students in STEM Disciplines

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