Articles | Volume 3, issue 2
Geosci. Commun., 3, 167–177, 2020
Geosci. Commun., 3, 167–177, 2020

Research article 06 Jul 2020

Research article | 06 Jul 2020

Engaging children in geosciences through storytelling and creative dance

Ana Matias et al.

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Cited articles

Abbott, M.: Beyond Movement, Mathematics dance curriculum, Dance Equa., CreateSpace Independent Publishing Platform, ISBN-13: 978-1496067647, 188 pp., 2013. 
Afonso, M., Alveirinho, D., Tomás, H., Calado, S., Ferreira, S., Silva, P., and Alves, V.: Que ciência se aprende na escola?, Fundação Francisco Manuel dos Santos, Lisbon, Portugal, 2013. 
Anthony, E. J.: Environmental control: geology and sediments, in: Coastal environments and global change, edited by: Masselink, G. and Gehrels, R., John Wiley & Sons Ltd. and AGU, 52–78, 2014. 
Archer, L., Dawson, E., Dewitt, J., Seakins, A., and Wong, B.: Science Capital: A Conceptual, Methodological, and Empirical Argument for Extending Bourdieusian Notions of Capital Beyond the Arts, J. Res. Sci. Teach., 52, 922–948,, 2015. 
Ayres, A. J.: Sensory integration and the child: 25th Anniversary Edition, Western Psychological Services, Los Angeles, USA, 2005. 
Short summary
The paper describes an informal education activity focusing on coastal dynamics to engage with 10-year-old students. It combines science concepts, storytelling, and creative dance through six exercises translating wave generation, propagation, and sediment transport. Benefits from these types of activities range from engagement with science to acknowledgement of individual differences. Results of a questionnaire (112 students) show evidences of engagement and willingness to participate further.
Final-revised paper