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• Date of publication Nov 12, 2018 Category: Practice Insight

  A coding lab to increase science capital of school dropout teenagers

  by Simona Cerrato , Francesca Rizzato , Lucia Tealdi , Elena Canel

  We explored the potential of science to facilitate social inclusion with teenagers who had interrupted their studies before the terms set for compulsory education. The project was carried out from 2014 to 2018 within SISSA (International School for Advanced Studies), a scientific and higher education institution in physics, mathematics and neurosciences, and was focused on the production of video games using Scratch. The outcomes are encouraging: through active engagement, the participants have succeeded in completing complex projects, taking responsibilities and interacting with people outside their usual entourage, within a background in which they have been valued and respected.

  Volume 17 • Issue 04 • 2018

• Date of publication Dec 11, 2013 Category: Commentary

  Children as science journalists. A way to promote individual-lead learning and critical thinking, enhancing the participation of children in the dialogue between science and society

  by Paola Rodari , Simona Cerrato , Anna Sustersic

  In the last two years SISSA Medialab designed, tested and evaluated two projects aiming at empowering children (in one case) and teenagers (in the other) to act as science journalists in order to promote a personal, critical attitude towards science and technology. The two groups produced a paper magazine and a blog, respectively, in a participatory process, in which adults acted as facilitators and experts on demand, but the youths were the leaders and owners of the products. Special care was taken to ensure inclusiveness, by involving in the project children and teenagers from any social class including those not especially interested in science and technology before participating in the project.

  Volume 12 • Issue 3 • 2013