Narrative-Based Hands-On Activities for Science and Science Ethics Education

This paper introduces the Frankenstein200 experience, which combines simple hands-on activities and narrative-based learning to enable learners to position themselves as scientists and learn about science
and science ethics. Presenting findings from 2 studies in science museums, the current work describes how
Frankenstein200 was implemented and tested in informal education settings and the impact it had on learners. Results from this research suggest that narrative-based learning experiences such as  Frankenstein200 can serve as an effective tool for tackling complex and abstract issues in an approachable way, motivating people to engage in scientific conversations, and encouraging people to see themselves as scientists and creators.