Art, Design and Journalism approach in science teaching (ADJ[A]ST) as an
Innovative way to make science education attractive to girls
Aim of the Research
During the last decade there has been an ongoing interest in science education to find
and examine innovative ways that would help girls develop and maintain an interest in
science.
 
The ADJ[A]ST project involves an attempt to shed light to the appropriate contexts
and pedagogical practices that must surround science teaching in order to trigger girls’
motivation and interest as well as their emotional engagement. The present research
study aims at instituting a novel teaching approach that will be informed by a number
of epistemologies (anthropology, sociology, psychology, Affective Neuroscience,
Neuroeducation) and will involve the diffusion of scientific knowledge through girls’
engagement in creative learning activities (art, design , journalism).
Methodology: A three-stage
research approach
1st Stage: Thorough research on the biological and
environmental criteria as well as the socially constructed
parameters that prevent girls from demonstrating interest in
science. This stage which involves the collaboration of various
epistemologies will enable us to draw conclusions on the
contexts that need to support science teaching in order to raise
girls’ motivational rate.
2nd Stage: Design of effective teaching interventions formed on
the basis of creativity with the application of three different
approaches:
a) contextualisation of science through an artistic approach
(music, drama),
b) reinforcement of pupils’ role as designers of digital tools in
order to engage girls in hands-on experiences and
c) diffusion of scientific knowledge with pupils assuming the
role of a journalist.
3rd Stage: Examination and analysis of the issue of emotions
with the use of tools informed by Affective Neuroscience and
Neuroeducation.
References
•Craft, A. (2011). Creativity and education futures: learning in a digital age. Stoke-on-Trent: Trentham.
•Europa. Imagine. Create. Innovate (2009). Manifesto for Creativity and Innovation in Europe.
http://www.create2009.europa.eu/about_the_year/manifesto.html[visited 2-Mar-2014]
•Schutz, P. A., Aultman, L. P., & Williams-Johnson, M. R. (2009). Educational psychology perspectives on teachers’
emotions. In P. A. Schutz, & M. Zembylas (Eds.), Advances in teacher emotion research. The impact on teachers’ lives
(pp. 195-212). Dordrecht, The Netherlands: Springer.
Z. Smyrnaiou , E.Petropoulou, E. Spinou & M. Sotiriou (Science View, m.sotiriou@gmail.com
National and Kapodistrian University of Athens, School of Philosophy,
Faculty of Philosophy, Education and Psychology, Department of Education
Theoretical context: Creativity & Emotional experience
Despite European announcements (Manifesto for Creativity and Innovation in Europe, 2009)
that education systems should cater and be oriented to the development of key competences
that support creativity and innovation (Craft, 2011) there has been observed a reduction in
pupils’ performance tests in terms of creative thinking application. Since, by definition,
creativity involves the production of new, useful products, the approach of creativity in the
school environment can be achieved by pupils’ adopting multiple roles and interdisciplinary
approaches which require the activation of many skills.
 
With emotion permeating every aspect of our lives, research studies have focused on the
interconnection and implication of emotional experience for student learning (Schutz,
Aultman, Williams-Johnson, 2009). The application of teaching activities of positive
emotional arousal would enhance a more positive approach in the construction of cognitive
concepts and classroom procedures.
Research Hypotheses
In our research study we focus on three basic research Anticipated outcomes
hypotheses:
•An artistic and cultural contextualization of science • A methodology proposal for the effective introduction of
teaching will trigger girls’ motivation and interest as well creativity and innovation in schools, to take forward the agenda
as their emotional engagement in science teaching. of practitioner led change at a European level.
•A girl is more likely to develop commitment to a cognitive • Integration of creative, cultural disciplines and social media
subject when she experiences more encounters that lead to tools in science courses, engaging students to participate in
positive emotional arousal. collaborative, project and case study based activities.
•The measurement of emotional experiences in terms of • Development and dissemination of innovative pedagogies in
context, prior experience, and expectations during girls’ science education to attract girls towards science, and address
engagement in creative activities can successfully inform the challenges faced by girls in pursuing careers in science,
the efficacy and impact factor of the applied activity. technology, engineering and innovation.
• Production of training material for secondary school teachers
based on the science education creative strategies and tools.
• Design of a web platform as the ADJ[A]ST Communities
Support Environment, providing teachers with access to the
training material, the social media tools, paradigms of best
practices, learning scenarios, open educational resources and
communication tools with their fellow science teachers.
Educational Technology Lab
School of Philosophy
University of Athens
http://etl.ppp.uoa.gr