Storytelling with Chemistry and Related Hands-On Activities: Informal Learning Experiences To Prevent “Chemophobia” and Promote Young Children’s Scientific Literacy

The dissemination of chemistry has been experienced as a difficult task, largely because of the negative image that the public has of this science, but also because of its inherent complexity and its own semantics and symbolism. Science centers, as informal learning environments, can contribute to a more effective dissemination of chemistry to an audience of all ages. This article describes a study that took place in “RÓMULO—Centro Ciência Viva da Universidade de Coimbra”, which involved a convenience sampling of 29 students (ages 8–10) from a elementary school. The experiment included storytelling (covering concepts of chemistry) followed by hands-on activities emulating the story. After the hands-on activities, the students were asked to express, through drawing, what they felt to be the most relevant aspects of what they experienced. Students’ drawings have shown that they enjoyed the whole experience, with an emphasis on the storytelling, the hands-on activities, or a combination of both. In the future, we plan to assess in a more systematic manner the impact of the storytelling on learning and development of scientific literacy, as well as the impact on the way young students perceive chemistry.