Science Theatre: Changing South African Students’ Intended Behaviour Towards HIV AIDS

Walker, Graham; Stöcklmayer, Susan; Grant, Will J.

doi:10.1080/09500693.2011.633939

Cited by 9 publications

(4 citation statements)

References 56 publications

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“…Visitors sometimes talked about how 'cool' or 'amazing' particular aspects of objects were to them, suggesting a link between affect and sensorial engagement. Previous work has also shown that there are tight connections between emotive responses and learning (Staus & Falk, 2017;Walker et al, 2013;Watson, 2015).…”

Section: Perceptualmentioning

confidence: 93%

Learning from the real versus the replicated: a comparative study

Conner

Perin

2020

International Journal of Science Education, Part B

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The nature of the learning that occurs with real versus replicated objects and environments is an important topic for museums and science centers. Our comparative, exploratory study addressed this area through an investigation of family visits to two different settings: an operating permafrost research tunnel, and a replica of this permafrost tunnel at a science center. We conducted and analyzed family interviews, grounding our work in the Contextual Model of Learning and ideas about sensory components of learning. We found significant differences between the real and replicated environments in terms of what families discussed during interviews. Specifically, the proportion of perceptual (descriptions of features or sensory-based perceptions) talk at the real tunnel was higher than that at the replica tunnel, while the proportion of conceptual talk was higher at the replica tunnel as compared to the real tunnel. The nature of the conceptual talk was similar at the two sites, and often relied on objects as 'nodes' of learning. Our findings suggest that visitors were sensorially engaged to a higher degree in the real, versus the replicated, setting. Given these findings, exhibition designers should think carefully about the goals of specific exhibit elements and privilege real objects and immersive experiences accordingly.

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Section: Perceptualmentioning

confidence: 93%

Learning from the real versus the replicated: a comparative study

Conner

Perin

2020

International Journal of Science Education, Part B

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“…This highlights the role of affect and positive emotions, which are influential in science education [Alsop, 2005;Pekrun, Goetz, Titz & Perry, 2002] and science communication contexts like science centres [Walker, 2012] -particularly to motivate and prompt action. Notably, studies using hands-on activities and demonstrations on sensitive health topics found interest and enjoyment, positive emotions which underpin intrinsic motivation, were associated with behavioural intention change [Walker, Stocklmayer & Grant, 2013]. Similarly, active student-centred methods which capitalise on intrinsic motivation and interactivity are effective in climate change education [Monroe et al, 2019].…”

Section: Activities Should Be Relevantmentioning

confidence: 99%

“…making a solar oven from an old pizza box to 'cook' food while discovering solar thermal energy. Nevertheless, despite lower control and hands-on experiences, demonstrations and science shows can evoke positive emotions and intrinsic motivation and affect behavioural intentions [Walker et al, 2013] and can reach large numbers efficiently, so should not be discounted. Combining science shows for large audiences with workshops, tinkering and other approaches for smaller more targeted audiences is likely to yield the greatest overall motivation.…”

Section: Activities Should Be Relevantmentioning

confidence: 99%

Hands-on climate engagement: principles for effective hands-on activities and demonstrations

Croak,

Walker

2024

Journal of Science Communication

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Communicating climate change to foster engagement and action is a challenge for science communication requiring novel, creative and diverse methods. In this practice reflection, we explore the potential of climate change related hands-on activities and demonstrations. Following a rapidly implemented COVID-19 project creating climate activities and workshops in the Pacific, we reflect on the underlying qualities of such activities to generate principles to guide design and facilitation of hands-on climate engagement. Through a fusing of theory, literature and practice, five principles are generated: personal and collective relevance, balancing risks/impacts with solutions, deliberative discussion and collaborative/participatory critical thinking, intrinsic motivation and positive emotional engagement, and opportunities for agency and action — with inclusive approaches providing foundation. We then describe applying the principles to refine content and create new activities.

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“…It is lucky that Australia is so large-in England, say, travelling science shows have less impact because the proximity of rural communities to the big cities enable people to make frequent excursions to urban Science Centers. Recently, a form of the Circus has been transported to Southern Africa, also characterized by widely scattered rural communities and distant cities, and has met with great success (Walker, Stocklmayer, & Grant, 2013).…”

Section: History Of the Science Circusmentioning

confidence: 99%

Thirty Years of a Science Communication Course in Australia

McKinnon

Bryant

2017

Science Communication

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Since 1985, the Science Circus program has recruited science graduates Australia-wide and provided them with science communication training leading to a university degree. On qualifying these graduates demonstrate highly diverse career paths reflecting the relevance of science communication training to other disciplines. Graduates, by their activities, have contributed to the growth of science communication as an academic discipline and an “industry”—both in Australia and abroad. It suggests that science communication training can have impact far beyond narrowly defined disciplines and skill sets, and this impact is worthy of further exploration.

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Science Theatre: Changing South African Students’ Intended Behaviour Towards HIV AIDS

Cited by 9 publications

References 56 publications

Learning from the real versus the replicated: a comparative study

Learning from the real versus the replicated: a comparative study

Hands-on climate engagement: principles for effective hands-on activities and demonstrations

Thirty Years of a Science Communication Course in Australia

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