Isabel Ruiz Mallén: "With artistic activities we can increase young people's interest in science"

How did the project emerge?

Perform was born at the UAB Observatory for the Dissemination of Science thanks to a European call with this objective: to encourage an interest in science among youths. I was contacted by The Big Van Theory association, now a small-sized enterprise, formed by scientists who perform monologues on science and who had already started to work in schools. They thought it might be a good way to strengthen young people's interest in science. My contribution was to frame it within participatory research-action, and this is how we started to set up the project.

Perform began in November last year with the aim of exploring whether the methodologies based on the performing arts are effective in generating scientific learning and motivating young people's interest in science, technology, mathematics and engineering sciences. It is about teaching these sciences from the perspective of the humanities.

Because... we take for granted that these youths are not interested in science?

In general they do have an interest in the new scientific and technological advances, but the last survey at a European level, a Eurobarometer from 2008, detected a low interest among European youths who had completed secondary school in taking scientific subjects, including Mathematics and Engineering Sciences. Mainly among girls, who appear less confident and believe that these courses will be very tough... There is a range of stereotypes that are difficult to break down.

The European Commission call sought to break down these stereotypes and work on the gender aspect, and also on youths from more disadvantaged backgrounds who may find it more difficult to undertake scientific studies.

Along with the UOC, who are the partners of this European project?

Three scientific communication associations that use these performing arts methodologies (in Spain, The Big Van Theory, with monologues; in England, Science Made Simple, with street theatre; and in France, Traces, with clown performance); the Universities of Bristol and Warwick, in England; a French teachers’ association called Atelier des Jours à Venirm, which develops training in the philosophy of science; the Universitat Autònoma de Barcelona; UNESCO, as an institutional partner in the field of education; and the European Science Events Association, which promote the project.

And does each one choose specific education centres to work with?

Yes. We choose three secondary schools, from low and middle socioeconomic backgrounds. We are now working with the IES Castellbisbal and the IES Santa Eulàlia (Terrassa), and next year we will work with two schools from the city of Barcelona.

Have you started to do real practical work with the youths?

Yes. We have started the most explorative part through workshops with third-year secondary students... And they are responding very well! At present, we are exploring the stereotypes they have in terms of science, their role in science, ethical issues (we ask them about genetically modified products, for instance), their concerns about nanotechnology...

And what do you ask them to do, exactly?

We hold workshops, science monologues, and we gradually include the first results we get. For instance, if we find that girls do not feel capable of studying science or if most of them believe that only the class nerd studies science, we address these stereotypes in an entertaining way to make them reflect on it. After the monologue, there is an open space of questions to encourage dialogue.

In January we will start a second phase of the project, in which students will take on a more active role. They will choose a subject that interests them, come into contact with real researchers working in that field and conduct research on the subject. The idea is that six months later they will have created their own performance and can present it to the rest of the class. We evaluate the learning process throughout this interaction. In this way, the students become active agents who build a monologue and work on skills that in the formal arena of their science classes would not be developed very much.
 

"Students create their own monologue"
 

What you said about skills marries up with one of the purposes of the Escola Nova 21, an education project that seeks to develop skills for life.

Young people learn by creating their own science monologue, coming into contact with young researchers... In this way, we are fostering social and civic skills: learning to work together, learning to communicate verbally and with gestures, learning to learn, reflecting on what they are learning, making decisions and learning to reach agreements with classmates... Aspects that they will need in their lives in the future.

How do you think you are helping these youths to consider future study choices?

Not all of them will lean towards scientific studies, but they will have more tools, they will know what science is and have a very clear idea of people who work in the field.

What role does science play in society?

Without research, there is no progress. But there is also a risk: responsibility. Research must take society into account. We must familiarize society with research and involve it in determining what it should be. Therefore, research must be desirable and socially acceptable. This means that the world of science must be open and listen to what citizens want. The European Commission has realized that the separation between science and society cannot continue. Instead, if we create synergies, we will make progress far more responsibly. Moreover, the budget allocated by the European Commission to research is paid for by all Europeans. It is, therefore, public funding.
 

"Science must be open and listen to citizens"
 

We tell the students who participate in our Perform project that they are contributing to a European research project and they can influence future education policies.