Journal article 216 views 31 downloads
‘We’re not daft, we’re not stupid, we can still learn’ – the impact of informal science learning on wellbeing in acquired brain injury
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Zoe Fisher,
Andrew Kemp ,
Suzanna Charles,
Zoe Fisher
International Journal of Science Education, Part B, Pages: 1 - 15
Swansea University Authors:
Andrew Kemp , Zoe Fisher
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© 2025 The Author(s). This is an Open Access article distributed under the terms of the Creative Commons Attribution License.
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DOI (Published version): 10.1080/21548455.2025.2556047
Abstract
Science engagement centres offer interactive, hands-on experiences that foster curiosity and public engagement with science. This pilot study explores the integration of a UK science engagement centre, Oriel Science, into social prescribing for individuals with acquired brain injury (ABI). A ten-wee...
| Published in: | International Journal of Science Education, Part B |
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| ISSN: | 2154-8455 2154-8463 |
| Published: |
Informa UK Limited
2025
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| Online Access: |
Check full text
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| URI: | https://cronfa.swan.ac.uk/Record/cronfa70249 |
| Abstract: |
Science engagement centres offer interactive, hands-on experiences that foster curiosity and public engagement with science. This pilot study explores the integration of a UK science engagement centre, Oriel Science, into social prescribing for individuals with acquired brain injury (ABI). A ten-week structured intervention was delivered through science-based workshops. Quantitative wellbeing outcome measures were combined with qualitative reflections from participants, caregivers and academic presenters. Findings showed consistent improvements in wellbeing, with participants reporting enhanced cognitive engagement, motivation and social connection. The sessions provided a stimulating environment that helped participants reconnect with cognitive skills they felt had been lost after injury. Academic presenters also found the experience unexpectedly rewarding themselves, noting strong participant engagement and a renewed sense of purpose. This is the first study to link a science engagement centre with healthcare delivery, offering science-based social prescribing as part of ABI rehabilitation. Results highlight the potential of curiosity driven learning to support recovery, promote wellbeing and strengthen scientific literacy. The study underscores the role of universities in public engagement, particularly in an age where science communication and critical thinking are vital for societal resilience. |
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| College: |
Faculty of Medicine, Health and Life Sciences |
| Funders: |
Swansea University Greatest Need Fund |
| Start Page: |
1 |
| End Page: |
15 |