TalentLab: React with the environment session I

On November 23rd, we began the second TalentLab workshop “React with the environment” at the Institute for Environmental Diagnostics and Water Research (CSIC). First of all, we adapted the seminar room to our needs: the chairs with a built-in table (to take notes) were replaced by a pair of tables and some extra space. Instead of a speaker, we had some researchers and some teachers willing to work, following the instructions and activities proposed by Irene Lapuente from la Mandarina de Newton S.L.

Participants were divided into two groups. Following a similar pattern as we did in the first workshop, the groups were introduced to co-creation dynamics through various techniques to generate discussion within each group. This time, the main topic to work on was environmental chemistry.


The first activity, the creation of collages, was used to inspire an initial discussion. The participants showed their main interests and concerns about the environmental chemistry and, from there, the groups established some lines of interest. The first group presented a “chemistry balance” which plays an important role in the issue of risks versus benefits. They put the following example: the use of DDT and malaria. The second group linked water contaminants (mercury, tin, cosmetics, etc.)  and the need to stimulate curiosity and emotions to deal with this problem.

Then, both groups performed an exercise to anticipate how would be the future and what woulb be the goals for 2030. The first group presented the newspaper called “Now & Today”. They highlighted problems in water, energy and food in the context of a city. The newspaper of the second group was “TalentNews”. They highlighted the following issues: energy, water and climate change. Interestingly, both newspapers had only scientific news and none of them talk about politics, culture or sports.

When they defined the profile of the final users of the educational resources (mostly secondary students), they presented not very motivated or active students.

Once we had done these three activities, we proceeded to make an affinity diagram. The different groups were asked to identify the most rellevant concepts and words that had come up during the session. Both groups stressed that research and action were two of the most important requirements to develop an educational resource.

After the affinity diagram, each participant in each group was asked to propose three activities that followed all we had talked about. Then the participants voted the proposals they liked the most. At the end of the session, each group agreed to pick just one of all the proposals. The first group chose a resource about carrying a research on an environmental problems around the school. They gave priority to the scientific method. Next step would be to choose one problem to be studied more closely and propose some solutions or actions. The second group proposed the creation of a research project related to current research using video to record it.

At the end of the session, we had a very interesting and rich debate. Next session will be on the 30th of November. From now until then, participants will go on thinking on these topics and they will work in an online platform.


Laura Valls. Unitat de Cultura Científica Delegació del CSIC.
Irene Lapuente. La Mandarina de Newton S.L.

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