Non‐formal adult education using experimental science activities

Abstract

In Portugal, the University of Minho has trained non‐formal adult for more than 25 years, promoting the empowerment of populations and stimulating intervention and change in their communities. In this way we have introduced experimental science with the goals of increasing the scientific literacy of target audiences, as well as differentiation of familiar animation models which usually had strong ageism prejudices. The following four projects were adapted to different groups of adults, namely elders users of a nursing home (two different situations), war veterans and illegal drug consumers. The experimental activities, games and demonstration, with strong visual and kinesthetic components, carried out within the above populations were: (i) analysis of photosynthetic pigments of the nursing home’s environmental surroundings and observing enlarged details (SEM photographs ‐ Scanning Electron Microscopy) (ii) atherosclerosis (symptoms, risk behaviours, care) and building models simulating the deposition of cholesterol in the arteries; (iii) the sea as a means of communication and support of biodiversity and (iv) observation of the night sky (stars and constellations) and construction of a sundial. The realisation of these projects involved specific training of non‐formal adult educators, carried out by the group STOL (Science through Our Lifes) devoted to communication and dissemination of science, an articulation between the sciences of education and the natural sciences. Methods and theoretical principles of construction of this type of knowledge by the target population resided however in non‐formal adult education, understood as lifelong learning and education. The most commonly methods were: group dynamics, role‐playing, PBL (Problem‐Based Learning) and life narratives. All the activities have been subjected to ongoing evaluation and adjusted accordingly.