This chapter reports on the short term impacts of a workshop involving pupils and suggests ways in which by working together scientists, science communicators and teachers can co-develop engaging and inspirational learning opportunities that place science in a wider social context. Responses from participants indicates an increased interest in science following participation in the workshop. Comparison of pre/post questionnaires shows changes knowledge about genetics and genetic engineering and an increased interest in the ways that science influences society following participation in the workshops. These findings are discussed in the context of theoretical framings of science engagement.
Weitkamp, E., & Arnold, D. L. (2016). A cross disciplinary embodiment: Exploring the impacts of embedding science communication principles in a collaborative learning space. In M. de Vries, & M. van der Sanden (Eds.), Science and Technology Education and Communication: Seeking Synergy, (63-84). Rotterdam: Sense Publishers