Dividing education into disciplinary boundaries, is not the only way of learning about a subject. Specific disciplinary labels can have stereotypical associations which affect how learners feel about, or engage with, a subject. Therefore, the extent to which learners enjoy or excel in different disciplines may have little to do with their abilities, and more to do with how the subject is portrayed and taught.
In this project students supported the delivery of sessions designed for primary school children to explore a simple science experiment through poetry. The sessions were designed to open children up to the idea that scientific and poetic narratives are two different, but equally valid, ways of perceiving and expressing the world. Students supported and encouraged children to engage with the two subject areas in an integrated way which allowed questions to be asked of ‘who is a scientist’ and ‘who is a poet.’
Visit students’ blog posts on Science Poetry: