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‘We’re not daft, we’re not stupid, we can still learn’ – the impact of informal science learning on wellbeing in acquired brain injury

Lowri Wilkie Orcid Logo, Zoe Fisher Orcid Logo, Andrew Kemp Orcid Logo, Suzanna Charles, Jessica Fletcher Orcid Logo

International Journal of Science Education, Part B, Pages: 1 - 15

Swansea University Authors: Zoe Fisher Orcid Logo, Andrew Kemp Orcid Logo, Jessica Fletcher Orcid Logo

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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...

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Published in: International Journal of Science Education, Part B
ISSN: 2154-8455 2154-8463
Published: Informa UK Limited 2025
Online Access: Check full text

URI: https://cronfa.swan.ac.uk/Record/cronfa70249
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last_indexed 2026-01-30T04:28:02Z
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spelling 2026-01-28T11:45:22.6483468 v2 70249 2025-09-01 ‘We’re not daft, we’re not stupid, we can still learn’ – the impact of informal science learning on wellbeing in acquired brain injury b7d5965d35de6f683716c6eb1e82ff81 0000-0001-8150-2499 Zoe Fisher Zoe Fisher true false dfd05900f0e2409d3f67dca227c59a93 0000-0003-1146-3791 Andrew Kemp Andrew Kemp true false 25b51eb7a9fb4c1779b6b4b3a7ac3f1d 0000-0002-4911-2711 Jessica Fletcher Jessica Fletcher true false 2025-09-01 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. Journal Article International Journal of Science Education, Part B 0 1 15 Informa UK Limited 2154-8455 2154-8463 Social prescribing, brain injury, science education, wellbeing, science engagement 3 10 2025 2025-10-03 10.1080/21548455.2025.2556047 COLLEGE NANME COLLEGE CODE Swansea University SU Library paid the OA fee (TA Institutional Deal) Swansea University Greatest Need Fund 2026-01-28T11:45:22.6483468 2025-09-01T15:40:19.8975950 Faculty of Medicine, Health and Life Sciences School of Psychology Lowri Wilkie 0000-0001-8446-4926 1 Zoe Fisher 0000-0001-8150-2499 2 Andrew Kemp 0000-0003-1146-3791 3 Suzanna Charles 4 Jessica Fletcher 0000-0002-4911-2711 5 70249__35262__27ed30f9aac94276a31f907809b309d5.pdf 70249.VoR.pdf 2025-10-06T14:50:59.7540846 Output 910787 application/pdf Version of Record true © 2025 The Author(s). This is an Open Access article distributed under the terms of the Creative Commons Attribution License. true eng http://creativecommons.org/licenses/by/4.0/
title ‘We’re not daft, we’re not stupid, we can still learn’ – the impact of informal science learning on wellbeing in acquired brain injury
spellingShingle ‘We’re not daft, we’re not stupid, we can still learn’ – the impact of informal science learning on wellbeing in acquired brain injury
Zoe Fisher
Andrew Kemp
Jessica Fletcher
title_short ‘We’re not daft, we’re not stupid, we can still learn’ – the impact of informal science learning on wellbeing in acquired brain injury
title_full ‘We’re not daft, we’re not stupid, we can still learn’ – the impact of informal science learning on wellbeing in acquired brain injury
title_fullStr ‘We’re not daft, we’re not stupid, we can still learn’ – the impact of informal science learning on wellbeing in acquired brain injury
title_full_unstemmed ‘We’re not daft, we’re not stupid, we can still learn’ – the impact of informal science learning on wellbeing in acquired brain injury
title_sort ‘We’re not daft, we’re not stupid, we can still learn’ – the impact of informal science learning on wellbeing in acquired brain injury
author_id_str_mv b7d5965d35de6f683716c6eb1e82ff81
dfd05900f0e2409d3f67dca227c59a93
25b51eb7a9fb4c1779b6b4b3a7ac3f1d
author_id_fullname_str_mv b7d5965d35de6f683716c6eb1e82ff81_***_Zoe Fisher
dfd05900f0e2409d3f67dca227c59a93_***_Andrew Kemp
25b51eb7a9fb4c1779b6b4b3a7ac3f1d_***_Jessica Fletcher
author Zoe Fisher
Andrew Kemp
Jessica Fletcher
author2 Lowri Wilkie
Zoe Fisher
Andrew Kemp
Suzanna Charles
Jessica Fletcher
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container_title International Journal of Science Education, Part B
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publishDate 2025
institution Swansea University
issn 2154-8455
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doi_str_mv 10.1080/21548455.2025.2556047
publisher Informa UK Limited
college_str Faculty of Medicine, Health and Life Sciences
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hierarchy_top_title Faculty of Medicine, Health and Life Sciences
hierarchy_parent_id facultyofmedicinehealthandlifesciences
hierarchy_parent_title Faculty of Medicine, Health and Life Sciences
department_str School of Psychology{{{_:::_}}}Faculty of Medicine, Health and Life Sciences{{{_:::_}}}School of Psychology
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description 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.
published_date 2025-10-03T05:30:56Z
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