Abstract
In this paper we highlight the issues and opportunities of a participatory action research (PAR) and co-design project, currently being undertaken as engaged research between academics at Durham University and practitioners at the UK’s International Centre for Life in Newcastle-Upon-Tyne (CfL; see creativescienceatlife.com for more information and developments). The focus is on the use of PAR to enable university researchers and Science Centre professionals to co-design Informal Science Learning exhibits that enhance creativity and innovation in young people. We define the principles of PAR and explore reasons for adopting the approach. An account is provided of the iterative co-design and piloting of a novel exhibit within a new exhibition space at the CfL. Reflections collated independently by the practitioners and the academics involved highlighting the development of ideas and insights over the course of the PAR process. We discuss how PAR enabled effective engagement with and creation of enriched knowledge, and innovation, in both the academy and science-learning professionals. The added value of PAR and co-production to our project aligns with current calls for a redefining of how societal impact of academic research is considered.
Highlights
Participatory action research (PAR) is a framework increasingly used in educational research to achieve good communication, cooperation, collaboration and trust between stakeholders (Lennie and Tacchi 2013)
Following a brief background to informal science learning and the theoretical underpinnings of a PAR approach, we focus on an account of action research carried out by a multidisciplinary team of Science Centre practitioners and academics
We report on the exhibit design and piloting process, highlight planning, activity, and independent reflections made by the science centre practitioners and the academic researchers
Summary
Participatory action research (PAR) is a framework increasingly used in educational research to achieve good communication, cooperation, collaboration and trust between stakeholders (Lennie and Tacchi 2013). These criteria are essential for improving and encouraging learning, innovation, and for developing responsiveness to different attitudes and values. This article aims to contribute to discussion of PAR as an approach for university researchers and science educators to collaborate and co-produce innovative Informal Science Learning exhibits for visitors, especially young people. Informal Science Learning practitioners develop their activities in order to improve people’s confidence around science, their understanding of the scientific approach, and their appreciation of the results of scientific enquiry.
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