Cultural Collisions brings together different disciplines and different people, diversity takes place at all levels, but the goal is the big picture.
The internationally tested, interdisciplinary art and science education format gives pupils access to the world of science and technology. They approach complex topics through artistic exploration. This promotes early inspiration for their later choice of studies.
The diversity of technology and the associated job profiles, which are constantly changing with great dynamism, are often difficult for young people to grasp. Outdated role models and persistent stereotypes still deter young women.
Cultural Collisions enables a new approach through a creative approach to directly experience the perspective of "technician as a profession". In addition to highlighting career options, this also helps to counteract the lack of young people in STEM professions.
Society faces the following challenges:
- shortage of young people in STEM professions
- Outdated role models and stereotypes
- low number of female students in technical and scientific studies
We counteract these with the Cultural Collisions project by inspiring students to study STEM subjects and motivating them to break through stereotypes. In this way, we improve the image of technical professions and master the challenges of the future with suitable skilled personnel. The artistic and creative engagement with scientific topics creates interdisciplinary competences that are urgently needed in almost all fields in the 21st century.
Aimed at teachers and their classes with pupils between 12 and 14 years of age.
Focus on climate change
The content is dedicated to climate change. Among them are the following focal topics:
- Cities / Buildings
- Production / Technologies
- Resources / Materials
Sponsors and donors
We would like to thank our sponsors and donors who make such a project possible.
About Michael Hoch
Michael Hoch, born in Vienna, studied at TU Wien (Technical Physics) and at University of Vienna (Teaching SubjectPhysics and Sports). During his studies he also realised several art projects. After his doctorate, he planned and built one of the large detectors at the CERN-LHC project in the ALICE science collaboration. Afterwards, he worked as a senior physicist at CERN for the Austrian Academy of Science on the CMS experiment and began to work artistically again.
In the last 10 years Hoch has initiated, planned and/or managed many international science communication projects. For his specialisation, the "creation of an interdisciplinary science and art dialogue based on global networking of competence bearers", he received the award for "Science Communication" from the EPH European Physical Society in 2017. In recent years, he has successfully implemented projects in Korea, the USA, Canada, Japan, Oman, Colombia, the Balkans, as well as in Austria and Switzerland. These events, which always have an educational component, have been recognised and awarded several times internationally.
With the mumok – Museum moderner Kunst Stiftung Ludwig Wien, opens an external URL in a new window and the Vienna Museum of Science and Technology, opens an external URL in a new window, we have experts in art and cultural education with many years of experience on board.
Future Learning Lab Vienna supports the teachers in the Cultural Collisions project through training and further education in the laboratories of the Competence Centre for Learning Technology and Innovation at the University College of Teacher Education Vienna, opens an external URL in a new window.
We accompany the projects by developing didactic scenarios together with the participating teachers within the framework of our in-service training events, which enable a deepening and broadening of the students' project work in line with the curriculums in everyday school life.
Cultural Collisions is evaluated by the University College for Teacher Education of Christian Churches Vienna/Krems, opens an external URL in a new window. The focus is on the effectiveness of the program in order to be able to provide feedback on what works well and where there is a need for action. In addition to participant observations during the workshops in the museums, qualitative interviews with teachers, group discussions with students and a standardized student survey will be conducted. Participation in the surveys will be on a voluntary basis. The evaluation indicators will be further developed in a participatory manner within the framework of the project with all participants.
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