We specialize in meeting the demands of education, culture, and communication professionals. By complementing and supporting the established educational curriculum for different educational levels, we offer a variety of fun and motivating activities as supplementary or extracurricular activities. Every academic year, we conduct thousands of activities with students, bringing science to participants in an enjoyable and didactic way, supplementing their formal education.
The educational function at Planeta Explora - Fun Science is our main challenge. Creating science experiences suitable for students and being a true learning tool are key elements in our work.
Our socio-educational purposes:
- Enhance public understanding of science.
- Improve students' attitudes towards science.
Our approach to complementing science learning is based on two main axes of action:
- Integrate and support formal education learning with our programs.
- Guide students toward the development and testing of their own ideas, fostering critical and reflective thinking, as well as a scientific and rational attitude.
We opt for a fun, experimental, and interactive approach, and for this, we rely on a strong and current pedagogical position where we study non-formal learning experiences as the basis. We deal with processes characterized by their free choice and open, social nature, not subjected to formal assessment tests (Ramey-Gasset, Walberg, and Walberg, 1994).
Learning is not an experience done in abstract but in a real-world context, combining personal, sociocultural, and physical concepts (Falk and Dierking, 1992, 2000). We create conditions for participants to learn in their own way and independently, experiencing a variety of situations through sensory interactions.
Learning takes place collectively, influencing the procedural, cognitive, and affective domains of the participants who experience it.
We understand that the pedagogical evaluation of cognitive learning is complex; let's not forget that we deal with fields of non-formal learning. In fact, conceptual learning can occur in the medium term, once the participant relates it to their usual context. However, we believe that our action directly results in the procedural and affective (attitudes and motivation) aspects of science learning.
Teaching Science is promoting research
And real research takes time to observe and synthesize previous experiences with new ones (Gil, 1993; McComas, 2000). The structure of our interactive modules allows us to anchor cognitive aspects of science learning through the impact on the affective aspect of learning. Our commitment to science communication in Andalusia is an objective fact backed by a solid professional structure, pedagogically innovative methodology, and impact results on children and families that far exceed more traditional communication channels.
Our expertise places us at the forefront of informal education, complementing the formal educational system of science education at each educational level. We generate favorable attitudes toward science in each aspect of their learning: affective, procedural, and cognitive. We combine social communication techniques with the latest didactics in any teaching-learning process we approach, with pre-work designs (awareness), execution (conceptual), and completion (consolidation).