Science Slam & University Teaching: Encouraging Students to Explore Interests and Shape Academic Identity

Annika Barzen; Arnjo Sittig

doi:10.55310/jfhead.106

Science Slam & University Teaching: Encouraging Students to Explore Interests and Shape Academic Identity

Autor/innen

Annika Barzen TU Chemnitz, Institute of Sociology, Postdoctoral Researcher and Lecturer
Arnjo Sittig TU Chemnitz, Institute of Sociology, Student Assistant

DOI:

https://doi.org/10.55310/jfhead.106

Schlagworte:

Science Slam, Higher Education, Student-Centered Learning, Individualization of Teaching, Creativity

Abstract

This article presents Science Slam as a teaching format in higher education and discusses its didactic potential. A transferable course design is introduced, combining student autonomy, creativity, and academic learning. Evaluation through a Teaching Analysis Poll indicates that students particularly valued the freedom to choose topics and connect personal interests with academic work. The article suggests that Science Slams can foster motivation, creativity, and engagement with course content.