Amber, the SFI-funded materials science centre based at Trinity College Dublin and Trinity Engage, the Centre for Research in Ageing, working in collaboration with St Andrew’s Resource Centre, Dublin this week concluded their eight-week Engage with Science intergenerational community learning programme.
A fifth a class primary group from St Brigid’s Primary School, Ballsbridge in Dublin, and their teacher, used the Amber NanoWow curriculum, covering nano and materials science.
Having completed lesson plans and developed journals the students became teachers, passing on their knowledge to older people from St Andrew’s Resource Centre on Pearse Street, who served as community ambassadors, visiting the primary school to engage with the students.
Three half-day field trips to Trinity College Dublin allowed students, teachers and older people to engage with researchers, learn about world-class technologies through hands-on activities, and enjoy informal lunch discussions. Two additional visits saw the class visit St Andrew’s Resource Centre and, in turn, the older participants visited the school.
A final poster exhibition took place this week in Trinity College Dublin, with certificates of completion presented to all the participants.
Mary Colclough, Amber Communications, outreach & public affairs manager, said: “This unique project provided genuine dialogue amongst generations, introducing science into the older community, facilitated through primary school children.
“Amber, together with its partners, really wanted to facilitate intergenerational mentoring to advance learning at all ages. We believe the programme encouraged intergenerational engagement in science and the programme exposed participants to science in a relaxed, non‐threatening manner, allowing them to engage in a dialogue that will enhance their own learning.”
Sarah Bowman, director of public engagement with the Trinity Engage Centre for Research on Ageing, said: “We recognise that intergenerational contact is integral to healthy ageing, discovery, and community-building. The programme transferred scientific knowledge across generations and to a wider sector of society. Above all the programme reduced fear and uncertainty between social groups by focusing on learning together and empowered students of all ages to consider the contributions they might make to scientific research.”
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