Practising Active Science with Child Refugees: A Clinical Perspective

Autor/in	Perrier, Frédéric
Titel	Practising Active Science with Child Refugees: A Clinical Perspective
Quelle	In: Science Education Review, 3 (2004) 2, S.67 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1446-6120
Schlagwörter	Foreign Countries; Science Instruction; Active Learning; Refugees; Science Activities; Teaching Methods; Teacher Role; Class Size; Student Projects; Hands on Science; Models; Therapy; Counseling Techniques; Creativity; Discovery Learning; Rehabilitation; Children; Child Health; Violence; Trauma; Role of Education; War; Adolescents; Small Group Instruction; Student Attitudes; Nepal; Rwanda + Suchen Sie Ihr Suchwort? Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Aktives Lernen; Flüchtling; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Klassengröße; Schulprojekt; Analogiemodell; Therapie; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Kreativität; Entdeckendes Lernen; Child; Kind; Kinder; Gewalt; Bildungsauftrag; Krieg; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schülerverhalten; Ruanda
Abstract	In this paper, pilot sessions in Rwanda and Nepal are analysed to evaluate the therapeutic benefit of active science for traumatised child refugees. The nature of the activities, choice of tools, organisation of the sessions, group size, and the role of the educators are investigated. Despite the lack of quantitative assessment, practical suggestions and theoretical issues emerge. Activities favouring integrated projects and affective dimensions, such as becoming familiar with insects, dinosaurs, or planet watching, are able to induce positive attitude changes. Large models, built during the sessions and decorating the setting, and small objects that can be taken away, support a recovery process by containment and symbolisation of the inner psychic sanctuary. The most important therapeutic aspect seems to be the opportunity for reactivating curiosity and creative play, and for experiencing the joy of discovery. The inferred recommendations could be relevant in a wide range of circumstances, including psychosocial intervention after war trauma, rehabilitation of street children or child soldiers, as well as paediatric hospital settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01