Karen Smith from NEF, the New Economics Foundation, London, UK, describes an approach to creating a safe space where students can discuss sensitive topics, like stem-cell research or genetically modified food. How can students be encouraged to explore their values in relation to science topics, and…
Democs (DEliberative Meetings Of CitizenS) is a conversation card activity developed by NEFw1, with funding from the Wellcome Trustw2 and the UK Department of Trade and Industryw3, to promote discussion of controversial topics in science. Each Democs kit is written on a specific topic and since there are no right or wrong answers, players are free to express their own opinions without having any prior knowledge of the topic. Players learn new information (written and checked by experts in the field), discuss the topic with other players, and can vote on the policy options they would recommend to decision-makers.
Democs has been adapted for schools with the help of the Centre for Science Education at Sheffield Hallam University, UKw4. From evaluation, it was clear that Democs could be a useful tool for learning in schools. It has the appeal of its game-like format and the informal way in which students learn about a topic, which motivates them to find out more once they have played. However, there were a number of challenges. How would Democs fit best into the school timetable? What age range would it suit most? How could we avoid overloading students with information? And how could preparation be made as simple as possible for teachers?
NEF, along with the Centre for Science Education and trained facilitators, worked hard to address these issues. A number of trials were run in UK schools, and at the British Association for the Advancement of Science’s Festival of Science in 2005w5. Further revisions were made to kits before a final version was released in 2006. Democs is a resource that can be a useful tool in cross-curricular activities too, such as citizenship, English, geography and religious studies (for ages 13-16), and in general studies, philosophy, and personal, social and health education (PHSE) lessons (for ages 16 and above). Topics already available include vaccinations, climate change, animal experimentation, stem-cell research, genetically modified food and neuroscience.
Democs helps students reflect on controversial science topics and their impacts on society. They can develop their own opinions, share their views and appreciate others’ standpoints. It also encourages students to influence decision-making. The votes from each Democs game are returned to NEF, collated and displayed on the NEF website. Soon teachers will be able to input their results online, and results can also be used to influence local or national decision-making.
Teachers have been quick to praise Democs:
- “It makes students more comfortable sharing ideas. Sensitive issues can be made more comfortable. It feels safer.”
- “Fantastic approach to introducing discussion and information on ethical issues.”
Teachers’ comments after playing Democs at the East of England Science Learning Centre
- “Democs clearly has a role in schools. It was a valuable experience in helping pupils develop conversational skills.”
Head of Citizenship, secondary school, Oxfordshire, UK
And it’s not just teachers who think Democs is a great way to encourage students to discuss such sensitive subjects:
- “Everyone got to talk. Usually if I’m in something like this I won’t normally say much – I’m a listener – but everyone got a chance to talk this time.”
- “It gave the information so anyone can take part in the conversation to a competent level, whereas if you were to bring it up outside of the game the conversation wouldn’t have gone so well.”
Young people in Peckham, London, UK, aged 15–19
