Advertisement

CSF Dream Academy: Using Fiction, Cardboard and Simple Electrical Circuits as Educational Tools to Lift Disadvantaged Children Out of the Poverty Trap

  • Víctor ZamudioEmail author
  • Victor Callaghan
Conference paper
Part of the Lecture Notes in Electrical Engineering book series (LNEE, volume 532)

Abstract

In this paper we propose a strategy for educational inclusion aimed at supporting marginalized children, using a model proposed by the Creative Science Foundation, based on the development of a science fiction micro stories and low cost physical paper/cardboard prototypes. This strategy has been successfully tested with Mexican children aged between 8 and 15, motivating them to develop their STEAM (Science, Technology, Engineering, Arts, Mathematics) skills. Additionally, it allows the development of social skills, such as teamwork, tolerance and respect. This paper describes the model used and reports on its first deployment in a community centre in the outskirts of Leon Guanajuato México, demonstrating that it has the power to attract and motivate such children to engage with STEAM studies which is an essential step on their road to a brighter future for them and their families. In support of the work the paper includes numerous examples of the children’s work.

Keywords

Education Inclusion Motivation Aspiration Poverty Disadvantaged children Innovation Creativity Science fiction Prototyping 

Notes

Acknowledgements

The authors would like to thank the IMAGINA Foundation for providing their facilities to carry out these workshops, as well as the Creative Science Foundation for the support received.

References

  1. 1.
    C.E. Canovas-Marmo, C. Guerrero, V. Zamudio, in UNIVA: A University Open to the Community, Ambient Intelligence and Smart Environments, ed. by J.C. Augusto, T. Zhang. Workshop Proceedings of the 10th International Conference on Intelligent Environments, vol. 18 (IOS Press, 2014), pp. 120–126Google Scholar
  2. 2.
    Teaching and Learning International Study (TALIS) (OECD) (2013)Google Scholar
  3. 3.
    Programme for International Student Assessment (PISA) (OECD) (2012)Google Scholar
  4. 4.
    Comisión Económica para America Latina (CEPAL) (2011)Google Scholar
  5. 5.
  6. 6.
    C. McLaughlin, STEM: It’s elementary, too! Int. Technol. Edu. Assoc. 14(1), 2–18 (2009)Google Scholar
  7. 7.
    The STEM to STEAM initiative, http://stemtosteam.org
  8. 8.
    P. Zokowski, K. Geramita, J. Ashdown, B. Brooks, A. Thompkins, in Connecting Kids to STEM Through Entrepreneurship and Innovation. 2016 IEEE Integrated STEM Education Conference (ISEC) (Princeton, NJ, 2016), pp. 71–74. https://doi.org/10.1109/ISECon.2016.7457557
  9. 9.
    A. Rao, in The Application of LeJOS, Lego Mindstorms Robotics, in an LMS Environment to Teach Children Java Programming and Technology at an Early Age. Integrated STEM Education Conference (ISEC) 2015 (IEEE, Princeton, NJ, 2015), pp. 121–122. https://doi.org/10.1109/ISECon.2015.7119902
  10. 10.
    D. Barrios-Aranibar, et al., in RoboEduc: A Software for Teaching Robotics to Technological Excluded Children Using LEGO Prototypes. 2006 IEEE 3rd Latin American Robotics Symposium (Santiago, 2006), pp. 193–199. https://doi.org/10.1109/LARS.2006.334332
  11. 11.
    W.L. Martens, in Designing the Spatial Math Tutor: A Non-Symbolic, On-Line Environment for Teaching Mathematical Skills to Dyslexic Children. Proceedings Second International Conference on Cognitive Technology Humanizing the Information Age (Aizu-Wakamatsu City, 1997), pp. 262–270. https://doi.org/10.1109/CT.1997.617706
  12. 12.
    S.R. Dehkordi, R.M. Rias, in Using Mobile Game Application to Teach Children With Autism Spectrum Disorder (ASD) Multiple Cues Responding: A Pilot Study, User Science and Engineering (i-USEr). 2014 3rd International Conference on Shah Alam, 2014, pp. 216–220Google Scholar
  13. 13.
    Official webpage of the program FIRST (For Inspiration and Recognition of Science and Technology), http://www.firstinspires.org
  14. 14.
  15. 15.
  16. 16.
    Punto México Conectado, http://www.pmc.gob.mx
  17. 17.
    Ecosistema de Emprendimiento e Innovación de Guanajuato, http://novaera.com.mx
  18. 18.
    Instituto Nacional del Emprendedor, https://www.inadem.gob.mx
  19. 19.
  20. 20.
    Start Up México, http://www.startupmexico.com
  21. 21.
  22. 22.
    Programa Interinstitucional para el Fortalecimiento de la Investigación y el Posgrado del Pacífico, http://www.programadelfin.com.mx
  23. 23.
    scademia Mexicana de Ciencias, Verano de la Investigación Científica, http://amc.edu.mx/amc/index.php?option=com_content&view=article&id=139&Itemid=80
  24. 24.
    Verano de la Ciencia Región Centro, http://www.veranoregional.mx/
  25. 25.
    Verano de la Investigación Científica de la Península de Yucatán Jaguar, http://www.verano-jaguar.dgda.uady.mx/
  26. 26.
    Veranos Universidad de Guanajuato, http://www.veranos.ugto.mx/
  27. 27.
    Veranos por la Innovación en la Empresa, http://veranos.fese.org.mx/
  28. 28.
    B.D. Johnson, in Science Fiction Prototyping: Designing the Future With Science Fiction (Morgan and Claypool, San Rafael, CA, 2011), ISBN 978-1608456550Google Scholar
  29. 29.
  30. 30.
    V. Callaghan, Creative Science: Injecting innovation into the IT industry. ITNOW 57(2), 52–55Google Scholar
  31. 31.
  32. 32.
    P. Zheng, V. Callaghan, in Diegetic Innovation Templating. CS’16, London, 12–13 September 2016Google Scholar
  33. 33.
    S. Zhang, V. Callaghan, H. Wang, B. Hedong, in Learning Computer English Using a Creative Science Approach (Tsinghua University Press, China, 2016), ISBN: 9787302422730Google Scholar
  34. 34.
    H.Y. Wu, V. Callaghan, in From Imagination to Innovation: A Creative Development Process. Presented at CS’16, London, 12–13 September 2016Google Scholar
  35. 35.
    V. Callaghan, in Micro-Futures. Creative-Science 2014 (Shanghai Jiaotong University, China 2014)Google Scholar
  36. 36.
  37. 37.
    S. Zhang, V. Callaghan, H. Wang, in Improving English as a Foreign Language Education in China With Creative-Science, SOFIEE’16, London, 12–13 September 2016Google Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Instituto Tecnológico de LeónGuanajuatoMexico
  2. 2.University of EssexColchesterUK

Personalised recommendations