Scientists can look like me: Challenging stereotypes in Primary Science

Funded by the Paul Hamlyn Foundation, Terri and the Time Machine is a year-long primary science project, delivering the science curriculum through an interactive arts-based approach. Terri and the Time Machine is currently running in 13 schools (22 classes) across Greater Manchester. Zainab and Ameera, two of our teachers delivering the project shared their experiences of how it has challenged their children’s perceptions of science through creative exploration, story-telling and a whole lot of magic!

Delegates took part in a taster of a ‘Terri’ lesson, receiving a challenge from Terri of finding the right soil to plant her apple seed. Magically receiving some soil samples in the Matter Transporter, they were tasked with setting up an investigation to find out which soil was a better ‘drainer’. Delegates were guided through the session by Zainab and Ameera who gave feedback about how using this ongoing story to deliver their Year 3 science lessons has boosted their confidence and enjoyment in delivering science.

Arts- based techniques have shown to particularly support diverse learners and play a role in helping children in achieving aspirations, particularly those pupils experiencing systemic inequality and barriers to learning. Throughout the project, we wanted to challenge the children’s perceptions of ‘what’ and ‘who’ a scientist is, allowing them to begin to see themselves as scientists and see that science is and can be part of their worlds.

Along the way the children are challenged in their perceptions of who scientists are through meeting Terri (a young, black woman) and 10 STEM practitioners from a wide range of backgrounds and ethnicities.  From geologists to sports nutritionists, at regular points during the project the children have the opportunity to hear from and speak to STEM ambassadors – through virtual Q&A sessions and recorded interviews – the children have chance to find out about ‘real life’ scientists and how the things they are learning in the classroom are applied in the outside world.

We are in the final year of the funded project and looking at different ways the project can be continued and developed, if you are interested in finding out more, we’d love to hear from you.