Science excites, connects and inspires – this is exactly what the “Ask Science Grandma!” project shows.
In intergenerational workshops, women aged 60 and over and children aged 7 to 12 are encouraged to learn about science and its processes together. With their life experience, curiosity and enthusiasm, the “science grannies” are role models for learning and researching together.
In this interview, project manager Laura Sartori provides insights into the VISTA project – the science education program of the Institute of Science and Technology Austria.
The idea arose from the desire to bring generations closer together and at the same time involve those who tend to be forgotten.
The idea arose from the desire to bring generations closer together and strengthen their exchange. “Granfluencers” are in vogue and open up new opportunities for older generations to act as role models. In our project, we offer training for “science grannies”. After the training, they visit schools and after-school care centers in the region – similar to the well-known reading mentors – and support teachers in awakening enthusiasm for science with simple experiments.
There are people we meet in our childhood who provide different impulses than we get from our parents or teachers, for example. Nothing is more valuable to a child than someone who takes their time. Children love to try things out for themselves and follow their curiosity, and they benefit from appreciative guidance. This is exactly what “Science Grandmas” can offer! Children learn how research works through playful experimentation. In science, the courage to ask questions and to be curious is very important. There are no wrong questions, but there are not always clear answers either. You experience this again and again when experimenting together. During the training, the “science grannies” learn to address this in a positive way. Together, it is possible to discover new connections and gain new insights.
With “grandma”, we are tying in with a term that many people associate with positive things, such as trust and care. Today, we also talk about care work, usually unpaid – that’s the flip side. The caring aspect is seamlessly followed by images of “grandma” baking cakes with children or knitting sweaters. We want to modernize and expand this perhaps beautiful, but very one-sided image – because older women have always done so much more than that. In our project, we give women the opportunity to get more involved in research and STEM (science, technology, engineering and mathematics) and to pass on their enthusiasm for it.
The “Science Grandma” thus shows older women as strong role models for the spirit of scientific discovery. Whether she has children or grandchildren herself or not, she can pass on her curiosity and inspire others.
Yes, but we also get feedback from people who find the word “grandma” derogatory. We know that gender terms are polarizing, perhaps even more so when it comes to older women. We think it’s good that we are discussing this. However, the term “science granny” usually brings a smile. We want to support those women who are happy to accept this new term. Not only ideally, but also financially – the “science grannies” in our project are employed and are paid for their mediation work.
The feedback on the project is incredibly positive! Many women are proud to take part in a “Science Grandma Workshop” and really enjoy what they are doing. “Ask the Science Grandma!” is a pilot project that we were able to launch thanks to the Fund for the Advancement of Women and Girls (LEA). However, it should also be mentioned that male role models for children are rare in many elementary school. That’s where “science grandpas” would be a great thing!
Yes, the desire to make women visible with their STEM skills and to treat them with appreciation is also central to the project. Older women in particular are far too often invisible in society. Our science workshops for children have always been accompanied by grandmothers. At some point, we realized that these women on the waiting bench in the anteroom have so much potential thanks to their experience, their own curiosity and their relationship with the children. So why not get them involved in science education as co-pilots! Also, there are many women in Austria (25%) who are faced with the prospect of possible poverty in old age. If we can use projects like this to show women how they can earn extra money, it adds even more value.
It is currently a pilot project and we are delighted that it has been so well received. If it continues to generate so much enthusiasm, perhaps the idea will be taken up elsewhere. Our connection to the ISTA’s science education program gives us a great starting point, but in principle the project is simple: qualify – motivate – and link up with local players such as schools. There is still so much potential that we can exploit!
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