Imagining the Sun: using comparative judgement to assess the impact of cross-curricular solar physics workshops

Morton, Richard and Davenport, Carol (2022) Imagining the Sun: using comparative judgement to assess the impact of cross-curricular solar physics workshops. Journal of Science Communication, 21 (06). A06. ISSN 1824-2049

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Official URL: http://dx.doi.org/10.22323/2.21060206

Abstract

This paper describes a school intervention focused on visual art and solar physics using science capital and STEAM methodologies to develop STEM engagement activities. Data from 40 children (aged 8–11) in two primary schools in the North East of England are presented, using pre- and post-intervention surveys which contained free-response and likert-scale questions. The paper presents a novel, and transferable, method of evaluating children’s drawings using online comparative judgement marking software, particularly suited to those without a background in qualitative research. Using comparative judgement this paper shows that the intervention led to a moderate increase in girls’ knowledge of solar physics.

Item Type: Article
Uncontrolled Keywords: Visual communication, art and literature, Science and technology, Informal learning
Subjects: F300 Physics
Department: Faculties > Engineering and Environment > Mathematics, Physics and Electrical Engineering
Depositing User: Rachel Branson
Date Deposited: 02 Nov 2022 13:53
Last Modified: 02 Nov 2022 14:00
URI: https://nrl.northumbria.ac.uk/id/eprint/50512

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