{"id":2174,"date":"2017-04-12T11:40:48","date_gmt":"2017-04-11T23:40:48","guid":{"rendered":"https:\/\/blogs.otago.ac.nz\/ouassa\/?p=2174"},"modified":"2017-04-12T11:40:48","modified_gmt":"2017-04-11T23:40:48","slug":"dancing-about-science","status":"publish","type":"post","link":"https:\/\/blogs.otago.ac.nz\/ouassa\/dancing-about-science\/","title":{"rendered":"Dancing about Science…"},"content":{"rendered":"
<\/a>

Fun, interactive, and engaging Science?<\/p><\/div>\n

I was looking at some research into Science shows and came across some key findings on how to engage children from Science Museum (UK) focus group research undertaken in 2010:
\n\u2022 Audience participation is regarded as crucial \u2013 if children aren\u2019t involved, they may lose interest.
\n\u2022 Parents like young, casually-dressed presenters, rather than the stereotypical white-coated \u2018nerd\u2019; they feel an informal approach is important in removing barriers to children\u2019s appreciation of shows.
\n\u2022 The three words they felt would most attract their attention in descriptions of the show were Fun, Exciting and Interactive<\/p>\n

For this week\u2019s blog post, I tried to look for some novel ideas on how to present Science to an audience. Keeping in mind those ideas from the focus group on keeping it fun, exciting, and interactive.<\/p>\n

One really amazing thing I found was Biology for the blind and partially sighted<\/a>. Using 3D printing to bring the microscopic world to people who otherwise wouldn\u2019t have any experience of it. Definitely worth watching, especially the audience reactions to being able to interact with the microscopic world for the first time in their lives!<\/p>\n

For another novel presentation method, check out this TED talk about dancing scientific concepts which includes, among other cool things, a great example of the difference between ordinary light and lasers using dancers. The 2016 winners of the contest that he mentions \u201cDance your PhD<\/a>\u201d are also worth a look. I particularly liked the people\u2019s choice award winner<\/a>.<\/p>\n

I have already shared with you what I think of as some good examples of story telling in Science Communication in a recent blog post on storytelling<\/a>.<\/p>\n

I also emailed the students some examples of one person\u2019s use of music as Science Communication<\/a>.<\/p>\n

Videos are a very popular way to get the message across and the students had a tiny taste of this in the January camp Science Communication sessions. Videos don\u2019t have to be hugely costly high technical productions to be effective, some of the best videos are really simple, for example, Minute Physics<\/a>.<\/p>\n

So hopefully that has given you a bit of inspiration to think outside the box for your presentations. Whether you present your information in the form of a song, a story, a video, a show, a play or something else, using a novel presentation method is one way to keep it fun, exciting and interactive.<\/p>\n","protected":false},"excerpt":{"rendered":"

I was looking at some research into Science shows and came across some key findings on how to engage children from Science Museum (UK) focus group research undertaken in 2010: \u2022 Audience participation is regarded as crucial \u2013 if children … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":13839,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[15,436],"tags":[12254,46390,46420,19279],"class_list":["post-2174","post","type-post","status-publish","format-standard","hentry","category-general","category-science-communication","tag-science","tag-science-communication","tag-shows","tag-students"],"_links":{"self":[{"href":"https:\/\/blogs.otago.ac.nz\/ouassa\/wp-json\/wp\/v2\/posts\/2174","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.otago.ac.nz\/ouassa\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.otago.ac.nz\/ouassa\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.otago.ac.nz\/ouassa\/wp-json\/wp\/v2\/users\/13839"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.otago.ac.nz\/ouassa\/wp-json\/wp\/v2\/comments?post=2174"}],"version-history":[{"count":0,"href":"https:\/\/blogs.otago.ac.nz\/ouassa\/wp-json\/wp\/v2\/posts\/2174\/revisions"}],"wp:attachment":[{"href":"https:\/\/blogs.otago.ac.nz\/ouassa\/wp-json\/wp\/v2\/media?parent=2174"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.otago.ac.nz\/ouassa\/wp-json\/wp\/v2\/categories?post=2174"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.otago.ac.nz\/ouassa\/wp-json\/wp\/v2\/tags?post=2174"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}