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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, Andrew Kemp Orcid Logo, Suzanna Charles, Zoe Fisher Orcid Logo

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

Swansea University Authors: Andrew Kemp Orcid Logo, Zoe Fisher 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
first_indexed 2025-09-01T14:42:34Z
last_indexed 2025-10-07T04:21:10Z
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spelling 2025-10-06T14:52:58.4264806 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 dfd05900f0e2409d3f67dca227c59a93 0000-0003-1146-3791 Andrew Kemp Andrew Kemp true false b7d5965d35de6f683716c6eb1e82ff81 0000-0001-8150-2499 Zoe Fisher Zoe Fisher true false 2025-09-01 PSYS 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 3 10 2025 2025-10-03 10.1080/21548455.2025.2556047 COLLEGE NANME Psychology School COLLEGE CODE PSYS Swansea University SU Library paid the OA fee (TA Institutional Deal) Swansea University Greatest Need Fund 2025-10-06T14:52:58.4264806 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 2 Andrew Kemp 0000-0003-1146-3791 3 Suzanna Charles 4 Zoe Fisher 0000-0001-8150-2499 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
Andrew Kemp
Zoe Fisher
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 dfd05900f0e2409d3f67dca227c59a93
b7d5965d35de6f683716c6eb1e82ff81
author_id_fullname_str_mv dfd05900f0e2409d3f67dca227c59a93_***_Andrew Kemp
b7d5965d35de6f683716c6eb1e82ff81_***_Zoe Fisher
author Andrew Kemp
Zoe Fisher
author2 Lowri Wilkie
Zoe Fisher
Andrew Kemp
Suzanna Charles
Zoe Fisher
format Journal article
container_title International Journal of Science Education, Part B
container_volume 0
container_start_page 1
publishDate 2025
institution Swansea University
issn 2154-8455
2154-8463
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_id facultyofmedicinehealthandlifesciences
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
document_store_str 1
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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 2025-10-03T18:05:07Z
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