Subjectivity is inherent to our thinking processes because we are subjects. Contrasted, replicable and capable of making predictions knowledge, like the one that science is willing to achieve requires an extra effort towards objectivity. That is why, if we understand how science gets its knowledge, we will be able to reach consistence. Observing, questioning, experimental ideation and analysis help us to minimize the effects of our prejudices and false argumentations. Defining, classifying, statistic methods, hypothetical-deductive thinking, measuring or algebra can help us to become critical thinkers.
How do we bring new audiences, teenagers and young people, into libraries in the province of Barcelona through innovative activities?
How can we bring science to a plural public in the city of Viladecans and celebrate the project for the future library of Can Ginestar?
How can we make a science writer’s talk more dynamic and bring concepts related to quantum physics to the general public?
How can we work on the differences between viral and bacterial diseases with young people?
How do we bring energy efficiency to young people and professionals at the Generalitat de Catalunya?
How can we bring the world of energy and creativity to schools?
How can we bring engineering and telecommunications, in terms of content and professional careers, closer to young people and the public in general?
How can we design an Escape Room about emotions?
How can we design transdisciplinary and innovative educational activities that respond to the need of contemporary culture to hybridise art and science to address complex issues such as data, programming, artificial intelligence and climate change?
How do we train current teachers in learning dynamics for innovative, transdisciplinary and experiential sciences?
How can we ideate a workshop to explore and experience environmental aspects that dialogue with the short films presented at each edition of the International Environmental Film Festival?
How can we bring STEAM learning to primary-school students in an attractive and experiential way within a regulated educational framework, but not in a curricular format?
How can we talk about the Internet, the implications of digital technology and how programming logic works to educators and students?
How can we design educational science activities within a contemporary art framework, building bridges that help us to explore the intersections between art and science?
How can we bring nanoscience and nanotechnology closer to citizens?