The scientific education, understood as a paramount component of citizenship, demands a deep rethinking of the ways it is carried out. We need an education engaged with the scientific literacy of the population as a whole, an education that empowers people to get actively involved in bringing up solutions for the many problems posed by contemporary societies. Science Clubs are non formal education ambits where pupils volunteer to gather supervised by an adult, generally a teacher. Due to the vast variety of activities they develop, such clubs are privileged environments to deploy strategies that facilitate the dissemination as well as the construction of knowledge, favouring an active commitment with significant issues, making possible the appropriation of reality, thus turning it historical and modifiable. They ease work in concrete projects in a creative and enjoyable environment, enhancing communication skills, problem solving, team cooperation (instead of competition), significant learning as well as a fluent exchange with their communities. Unlike ordinary STEM Clubs, in Argentina science clubs cope with a vast range of fields, including Social Sciences. They are created from the initiative of the civil society, and the research projects are suggested either by the teachers or by the pupils. In the majority of the cases the raised issues are linked to close problems. Taking into account all that has been stated above, such clubs are exceptional channels for citizenship construction, social inclusion and political engagement.

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Science clubs, social inclusion and political engagement

Mónica Mendoza   Ministry of Science

The scientific education, understood as a paramount component of citizenship, demands a deep rethinking of the ways it is carried out. We need an education engaged with the scientific literacy of the population as a whole, an education that empowers people to get actively involved in bringing up solutions for the many problems posed by contemporary societies. Science Clubs are non formal education ambits where pupils volunteer to gather supervised by an adult, generally a teacher. Due to the vast variety of activities they develop, such clubs are privileged environments to deploy strategies that facilitate the dissemination as well as the construction of knowledge, favouring an active commitment with significant issues, making possible the appropriation of reality, thus turning it historical and modifiable. They ease work in concrete projects in a creative and enjoyable environment, enhancing communication skills, problem solving, team cooperation (instead of competition), significant learning as well as a fluent exchange with their communities. Unlike ordinary STEM Clubs, in Argentina science clubs cope with a vast range of fields, including Social Sciences. They are created from the initiative of the civil society, and the research projects are suggested either by the teachers or by the pupils. In the majority of the cases the raised issues are linked to close problems. Taking into account all that has been stated above, such clubs are exceptional channels for citizenship construction, social inclusion and political engagement.

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