“To say that PAL changed my life would be an exaggeration, but only a small one…..
I first experienced PAL when I was invited to their first Creative Science Teaching Lab (2003) as a science specialist. I was an intrigued, but sceptical, participant and initially at a loss as to how to engage in the Lab process, then deeply shocked by the experience. Working with artists and teachers, as well as fellow scientists from other disciplines, on risky and cross-disciplinary projects, dragged me far outside my comfort zone.
However, by the end of that first Lab I was hooked. I had seen the power of the PAL method to transform the self-confidence and thinking of not only teachers, but also scientists and artists. Most significantly, I had felt its impact on my own thoughts and behaviour. I participated in subsequent CST Labs and this allowed me to develop my role as a facilitator and mentor of other participants as they experienced the PAL ‘process’. In parallel, I experienced a profound change in my self-confidence, practice (as a science communicator) and eventually my career path.
PAL’s impact on me was demonstrated when, in 2008, I directed a successful Lab to encourage the creative development of new cross-curricular STEM resources for Key Stage 3 students. This was something that I could not have designed or led without my own life-changing experience of PAL.
PAL’s unique method encourages teachers to work as equals with arts and science specialists, on intense, risk-taking activities. This is a challenging and sometimes uncomfortable process, but it is transformative. It engenders creativity, self-confidence, excitement and enthusiasm in all the participants.
There are several arguments as to why science and science teaching is important in our modern world. The most powerful argument for science, and for me a source of wonder and delight, is its power to uncover and understand the intricacy and beauty of the material world. My experiences in PAL labs have opened up new ways for me to engage others with this aspect of science.
(I was a scientist leading research groups in biotechnology, then moved into managing the science communication and education activities for the UK’s premier plant science research institute. I now work as a consultant in science communication, with several of the UK research councils and the Environment Agency as clients. I also manage Growing Sound, a cross-disciplinary project for schools that uses some of the PAL thinking to combine physics, biology and music in an integrated approach to cross-curricular teaching).”
Dr Ray Mathias