2026-04-13T01:49:11Zhttps://recercat.cat/oai/request

oai:recercat.cat:2072/3354492024-12-13T11:11:57Zcom_2072_96871com_2072_96852com_2072_2015col_2072_228899

00925njm 22002777a 4500 dc Ruiz Mallen, Isabel author Gallois, Sandrine author Heras López, Maria author 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. Ruiz-Mallén, I., Gallois, S. & Heras. M. (2018). From white lab coats and crazy hair to actual scientists: exploring the impact of researcher interaction and performing arts on students' perceptions and motivation for science. Science Communication, 40(6), 749¿777. doi: 10.1177/1075547018808025 10.1177/1075547018808025 http://hdl.handle.net/10609/85625 art-based methods public perception of scientists stereotype STEM arte basado en métodos percepción pública de los científicos estereotipo STEM art basat en mètodes percepció pública dels científics estereotip STEM Science -- Study and teaching Ciència -- Ensenyament Ciencia -- Enseñanza From white lab coats and crazy hair to actual scientists: exploring the impact of researcher interaction and performing arts on students' perceptions and motivation for science