Abstract
This article reports from a 1,5 yearlong co-design process where mainly one researcher and four science centre educators collaboratively designed a controversy-based educational programme for upper secondary school in a Norwegian science centre. Its aim was to contribute to our understanding of the transition in science centres from embracing neutral, science facts, to invite visitors to discuss and think critically about contemporary issues. The data for this study consists of sound recordings from one group interview, eight workshops and three informal meetings. In the analysis, we identified barriers related to both choosing a controversial issue and choosing pedagogical activities. For example, to address an issue that was both science and society based, and finding ways to engage students in discussion. Based on our findings, we recommend paying special attention to the role of sparking students’ emotional engagement, the aspect of no right or wrong answer, and the balance between hands-on activity and dialogue when designing controversy-based activities in these institutions.
Highlights
Researchers engaged a group of science centre educators in a co-design process where we collaboratively designed an educational programme focusing on a controversial issue
Through the co-design process, we identified barriers related to both choosing a controversial issue and choosing pedagogical activities
In addition to the above-mentioned elements, we experienced it to be a quite balancing act to deal with the aspects of sparking emotional engagement, focusing on no right or wrong answer and the relationship between hands-on activity and dialogue. We argue that these elements needs special attention when the aim is to engage students in discussion and decision-making processes related to a contemporary issue
Summary
Researchers engaged a group of science centre educators in a co-design process where we collaboratively designed an educational programme focusing on a controversial issue. Pedagogical considerations when educators and researchers design a controversy-based educational programme in a science centre and think critically about contemporary issues, a focus that is called for in science centres and museums (e.g. Allen & Crowley, 2014; Cameron, Hodge & Salazar, 2013; Pedretti, 2018; Quistgaard & Kahr-Højland, 2010; Skydsgaard, Andersen & King, 2016). Other studies have illustrated valuable outcomes for visitors of science centres and museums that have been able to address contemporary issues (Allen & Crowley, 2014; Navas-Iannini & Pedretti, 2017; Pedretti, 2004; Quistgaard & Kahr-Højland, 2010). With a co-design approach, our aim was to provide a detailed insight into different pedagogical considerations when designing controversy-based educational programmes in science centres and museums
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