Sign up to watch Public Participation Case Studies
 
Democs for schools
Method(s) Used
Name of person who posted the project:Dominic Potter Unknown macro: {rate}
Location of project:United Kingdom
Date when the project started:2005
Date when the project ended/project ongoing:2006
Background to project:Democs ? which stands for ?deliberative meeting of citizens? ? is part card game, part policy-making tool that enables small groups of people to engage with complex public policy issues. It helps people find out about a topic, express their views, seek common ground with the other participants, and state their preferred policy position from a given choice of four, they can also add their own policy positions.. The game enables players to identify and absorb the basic information they need to discuss an issue that may be complex and that they may not have discussed before. Ideally it is played by groups of six, but any amount of players between five and nine will work equally well. The game may be facilitated by an outsider or the group can be self-facilitating . Purpose of project:The aims of the project were to:. *Develop an existing adult version of the Democs board game into one that could be specifically used by schools *Develop and refine training in facilitating Democs for professionals who work with young people *Enhance the ability of students to understand and discuss sensitive and complex scientific issues. Project activities:The project focused on engaging young people with a number of topics covered in Key Stage 3 (vaccinations policy animal experimentation and climate change) and Key Stage 4 (neuroscience, genetically modified food, and stem cell research).. A range of kits was produced to cover the different key stages and age ranges and to offer a choice of topics for both schools and youth groups. These kits were trialled with young people at the BA Festival of Science in Belfast, then edited and revised to ensure they were appropriate for the two Key Stage audiences. . A second set of trialling was carried out in three schools and six final versions of the game were produced. At the same time a training programme and support materials were developed for teachers to help them facilitate the games. . Project results:Young people who took part in the Democs card game gave very positive feedback with 74% saying they had enjoyed the experience. The vast majority of teachers (more than 70%) felt that as a result of playing the game, their students:. *Knew more about the scientific facts, concepts and terminology of the topic under discussion *Were able to evaluate the impact of scientific development or processes on people, communities and the environment *Had been able to present information, develop an argument and draw conclusions *Had interpreted and questioned scientific ideas *Provided a way of holding a discussion and consultation on what were complex and technical topics *Allowed flexibility and informality in the discussions so that everyone was encouraged to take part and air their views *Helped to involve hard to reach groups and those who didn?t readily take to science as a subject *Was inexpensive and therefore accessible to anyone who wanted to join in. Contact details:Project manager:Perry Walker, Head, Democracy and Decision-making, nef Email: perry.walker@neweconomics.org Tel: 020 7820 6339 . The project evaluation report ?Bed of Roses? is available on: www.neweconomics.org/gen/democs.aspx . Further details of the EU-funded playdecide project can be found at: www.playdecide.org . |
Recommended Case Studies
|
