Informal Science Education Research Articles

Developing Political Activity as if the World is on Fire

This piece examines the formulation of political activity among science teachers during a time of rising global movements. Situated amidst continuous calls for educational reform, specifically for science teaching and learning (Bang et. al, 2012; Carter, 2005), this work forwards an argument to explicitly cultivate the political activity of teachers as a means to engage a justice-centered science (Morales-Doyle & Gutstein, 2019; Strong, 2017). The development of teacher identity (Avraamidou, 2016) in connection with the political economy of schools and society is examined through a concept of personhood (Stetsenko, 2012), positing that social change and activism is formative and integral to human nature. Using grounded theory approach, we analyzed educators’ responses from dialogic interviews regarding science education in the context of a large, urban district, and situate teacher articulations and positionality regarding informal and formal science education. These articulations elucidate forms of political engagement in the context of a socio-political history of colonialism, capitalism, and imperialism (Mutegi, 2011). This piece presents a heuristic in order to widen a view of science teacher articulations and enactments - calling attention to the time and support necessary to develop a transformative activist stance (Stetsenko, 2011).

비형식 통합과학교육 프로그램 ‘희망의 과학싹잔치’의 방향: 예비 과학교사 경험에 대한 UDL 원리 중심의 분석

비형식 통합과학교육 프로그램 ‘희망의 과학싹잔치’의 방향: 예비 과학교사 경험에 대한 UDL 원리 중심의 분석

Informal Science Education on the NASA Climate Change Website: Addressing the Challenge of Educating Diverse Audiences.

Informal science educators who wish to educate the public about climate change seek to inform broad audiences, regardless of their level of education or prior familiarity with scientific concepts and facts. This presents a challenge for educators online: audiences may vary widely in their awareness of facts relating to climate change. They may have different questions, differing levels of ability to search for and understand scientific information, and differing levels of interest in learning. We examined how visitors’ education levels affect their uses of and responses to an online source that seeks to educate the public on climate change: NASA’s website climate.nasa.gov. We found similarities and differences between people with differing levels of education on their: • Questions about climate change; • Success in finding information at the NASA climate change website that answers their questions; • Evaluations of the website, in terms of its ease of use, ability to engage their interest, and accessibility; • Assessments of NASA’s climate research and its scientists; and • Changes in knowledge and attitudes in response to visiting the website.

Lighting up the NMJ: developing an LED-based model of the neuromuscular junction for the undergraduate classroom.

Many complex physiological processes can be introduced and explored using the framework of the neuromuscular junction (NMJ), including neurotransmitter release, membrane depolarization, and ion channel activity. While traditionally used instructional tools such as static complex drawings are useful, these images can be incomplete physiological representations due to the lack of physically moving parts. As a result, they often misrepresent the complexity of physiological phenomena to students. We describe an effort to create a more accurate, dynamic representation of the NMJ to enhance instruction in an undergraduate anatomy and physiology course. We sought to create a unique and memorable moving diagram that combines elements of static images with moving parts. To evaluate the impact of the dynamic model, students were asked about their understanding of the NMJ before and after exposure to the model. In addition, students were asked for attitudinal responses to the model and their preferred method of instruction. Analysis of student responses indicated that students enjoyed the model, although they also had concerns about the speed of the simulated ion movement being too fast. The model has also served as an informal science education art installation in presentations for prospective students, stakeholders in the broader community, including local and statewide politicians, the University president and board of trustees, donors, and other regional economic and educational leaders.

Informal science educators and children in a low-income community describe how children relate to out-of-school science education

ABSTRACT Children in low-income neighbourhoods experience an intersection of socio-structural factors that delimit their engagement with out-of-school (informal) science education. Using Bourdieu’s framework of habitus, this paper explores how informal science educators and children in a given low-income community in western Canada described the attitudes, dispositions, and experiences that influence the informal science education practices of children in the community. Participants in the study included 32 children (aged 9–14) attending 4 different subsidised community clubs (each of which incorporated some science programming), 5 science centre staffers, and 11 community club program leaders. This multi-method study uses habitus as a thinking tool that bridges theoretical and methodological domains. The study employed various data sources in order to develop rich descriptions of participant perspectives; these sources included individual dialogues, focus groups, a statement sorting exercise, and participant responses to pilot data. The paper outlines the synergies and contrasts in the perspectives of children and informal science educators regarding the place of informal science education in the lives of local children. Despite certain consistencies between educator and child accounts, educators underestimated the level of interest children had in out-of-school science education and the range of self-/home-directed science activities in which children were participating. The paper ends by examining the implications of adults’ attempts to hide the word science from children during informal science activities and makes suggestions regarding the provision of informal science education in other low-income contexts.

Evaluation of Educator Self-Efficacy in Informal Science Centers

ABSTRACT There is increasing recognition that significant amounts of science learning take place over the course of one’s lifetime and much of this learning takes place outside of the formal educational settings. This learning is often facilitated by educators in these informal science settings. While much is known about educators in formal classroom settings, the research on informal science educators is nascent. This study aims to add to the literature through a survey of informal science educators’ levels of self-efficacy related to their work. The participants in this study (n = 400) completed a 35-item survey the survey which included 32 Likert scale questions on perceived levels of self-efficacy in different aspects of teaching in an informal science setting. When examining the results, the areas where the respondents felt less than skillful fell in areas related to facilitation and teaching about physical sciences concepts. Identifying areas where informal science educators feel less than skillful can help improve professional development opportunities by tailoring them to cover specific skills.

How repeated exposure to informal science education affects content knowledge of and perspectives on science among incarcerated adults.

Over two million men, women, and youth are incarcerated in the United States. This large and ethnically diverse population has, in general, more limited exposure to education, particularly in scientific fields, than the general public. Formal educational programs for the incarcerated can be expensive and logistically difficult to initiate and maintain, but informal science education (ISE) approaches have the potential to significantly improve inmates' view of science and of themselves as science learners. However, "dosage effects"-how repeated exposure to educational experiences may affect listeners-are poorly documented. In this study, we evaluated the longitudinal effects of an ISE program in Utah, which provided a monthly lecture series delivered by academic scientists on a range of science topics. Science content knowledge, self-perception as a science learner, interest in science, and a desire to seek out more scientific information all significantly improved for inmates attending lectures. We also found that seeing a greater number of lectures is positively associated with a desire to seek out additional information. We documented an inverse relationship between education background and the increase in a desire to learn more, suggesting that those with more limited exposure to science manifest the greatest increase in seeking out more information. These results suggest that ISE for the incarcerated significantly improves their knowledge of, and relationship with, science; that some of these effects carry over across months or years; and that ISE programs can have the largest impact by focusing on those with more limited prior exposure to science.

Emergent model for community engagement: Developing courses and programs

This retrospective emergent design qualitative evaluation study documents the development of a unique model for community engagement and engaged scholarship in higher education. The primary novel aspect of the model is participatory involvement of both the target audience for the program and representatives of various stakeholder groups who initiated, conceptualized, tested, assessed, and evaluated the courses and program with the professor. Members of the target audience and stakeholder groups also recruited participants, contributed to refining the courses and program to meet the needs of the stakeholder groups, and contributed to redesigning courses for online learning. The model emerged while developing and evaluating the Informal Science Institutions Environmental Education Graduate Certificate Program (ISI Program) at the University of South Florida. Garnering the resources of a previously untapped audience, the informal science education (ISE) community, presented the university with a way to increase enrollment. Also reported are sample benefits accrued to learners in the program, to the ISI community, to the community at large, and additional benefits to the University.

비형식 과학교육 환경에서 예비 교사의 장애학생을 위한 교수 경험과 성찰

비형식 과학교육 환경에서 예비 교사의 장애학생을 위한 교수 경험과 성찰

Student perspectives on climate change through place-based filmmaking

The study examined high school students’ perspectives on climate change before and after participation in an informal science education program. During the program, students made a short, place-based film about climate change impacts in their communities. Qualitative and quantitative analysis of student data revealed key themes that illustrate how students characterized climate change before and after developing their films. Following the program, students described climate change as locally-relevant, alarming, and a concern that held increased personal importance to them. They also reported greater confidence in their understanding of the causes and consequences of climate change and indicated a stronger sense of both collective and personal responsibility to take action to address climate change challenges in their communities. The study adds to the existing body of literature that describes how making personally meaningful connections with climate change can inspire a sense of responsibility and agency among students.

Towards a definition and practice of communal archaeology: Ethics, informal learning, and citizen science in the practice of indigenous archaeology

ABSTRACTCommunity or public archaeology acknowledges that there should be interaction between archaeologists and the general public. The nature of these relationships, however, are seldom considered in a direct manner. This article takes a phenomenological approach to the practice of archaeology with public interaction using an NSF-funded Informal Science Education (ISE) project as an example. Pre- and post-participation assessment showed that informal learning and a heterarchical relationship between scientist, research assistants, and the public leads to successful and efficient transmission of knowledge, skills, and scientific values, and inspires different levels of involvement. The experiences developed through the course of the project lead to the proposal of ‘Communal Archaeology’. ISE and a frame of mind open to learning from the public can bridge the gap between academia and communities. Sharing the tools of discovery gives communities the power to discover and share their own past, and consequently the will to protect it.

On the need for expanded guidance in navigating ethical learning research at science museums

AbstractScience learning occurs throughout people's lives, inside and outside of school, in formal, informal, and nonformal settings. While museums have long played a role in science education, learning in this and other informal settings has not been studied nor understood as deeply as in formal settings (i.e., schools and classrooms). This position paper, written by learning researchers in a science museum engaged in equity and access work, notes that while the researchers consider the ethics of their work regularly and deeply, little formal guidance exists for the ethical challenges they routinely face in studying science learning. To explore this, the paper first shares contexts of studying informal science education at the Science Museum of Minnesota, including epistemological understandings of both science and research, a commitment to justice‐based equity, and existing ethical guidance and processes. Drawing on three research projects, it explores ethical issues pertaining to (a) museum visitors and (b) museum staff and community members engaging in participatory research. First, as visitors do not generally come to a museum to be part of a research study, learning researchers must consider sampling, representation, and data collection methods, balancing these with a museum‐goer's desires for their visit. Second, when using participatory methodologies with staff, community members, and young people as co‐researchers, ethical considerations involve building relationships, redefining (unanticipated) risks, and data collection and dissemination practices that do not extend existing social inequities or work hierarchies. Ultimately, this position paper argues for expanded or revised ethical guidance that meets the needs of this work, surpasses current guidelines or institutional review board practices, draws on epistemologies outside of a supposedly neutral, individualistic Western framework, and places participants at the center of the work. Such a discussion could enhance the ethical study of science learning across settings.

Action Plans Empower Museums to Address Gender Inequality

To achieve long-term impact in the arena of gender equality, museums need to go beyond thematic educational activities and exhibitions. Museums need to become permanent spaces dedicated to problems of gender equality, advocate for changes that promote gender equality internally and externally and become acknowledged on local and national level as trusted organisations that bring together stakeholders and advocate for a more gender inclusive society. They need to serve as permanent places where questions around gender and science, technology, engineering and mathematics (STEM) are addressed on different levels. To this end, 14 science centres and museums in Europe and Israel worked together for three years as part of a common, European-funded project (Hypatia) in order to become Hubs for gender equality in their communities. Together, they created synergies, working with schools, industry and research centres as agents of change. At the end of the project, they listed a series of recommendations for the long-term implementation of Gender inclusion in STEM communication. They based these recommendations on the findings of the Horizon 2020 funded project ‘Hypatia’ in which they collaborated from 2015 until 2018, on their own experiences, and shared learning. Participating museums selected four places and sectors in which they planned to implement changes, thereby ensuring their actions would be sustainable: their own museum/science centre/network of science centres; research and industry institutions; schools; and within other informal science education organisations. Using tools developed by the project, including a Theoretical Framework for gender inclusion, a Toolkit of ready-to-use, hands-on activities for teenagers that address gender, national ‘Hub’ models, and input from young people, the Hypatia Project offers now insight and information on how the museum community can address gender inclusion in local and national communities. The lessons learned demonstrate how museums can act as tools to promote equitable STEM educational programming, preparing the next gender inclusive STEM-ready workforce.

The IPPOG Resource Database: Making particle physics outreach & education available worldwide

The International Particle Physics Outreach Group (IPPOG) is a network of scientists, science educators and communication specialists working across the globe in informal science education and outreach for particle physics. Members initiate, develop and participate in a variety of activities in classrooms, public events, festivals, exhibitions, museums, institute open days, etc. The IPPOG Resource Database was designed to provide a central location hosting written and multimedia material, tools, recipes, and other content to serve these activities. Objects in the database are categorised by language, target audience, age group, media type, and physics topics. Current efforts include porting the database to the new CERN web infrastructure and improving the interface to serve a public audience. We present our efforts to update procurement and categorisation of educational content, in addition to implementation of a redesigned user interface.

International Particle Physics Outreach Group: Reaching across the globe with science

The International Particle Physics Outreach Group (IPPOG) is a network of scientists, science educators and communication specialists working across the globe in informal science education and outreach for particle physics. The primary methodology adopted by IPPOG requires the direct involvement of scientists active in current research with education and communication specialists, in order to effectively develop and share best practices in public engagement. IPPOG member activities include the International Particle Physics Masterclasses, Global Cosmics, International Muon Week and International Cosmic Day organisation, and participation in activities ranging from public talks, festivals, exhibitions, teacher training, student competitions, and open days at local institutions. These independent activities, often carried out in a variety of languages to public with a variety of backgrounds, all serve to gain the public trust and to improve worldwide understanding and support of science. We present our vision of IPPOG as a strategic pillar of particle physics, fundamental research and evidence-based decision-making around the world.

International Particle Physics Masterclasses – Current development to expand scope and global reach

The International Particle Physics Outreach Group (IPPOG) is a network of scientists, science educators and communication specialists working across the globe in informal science education and outreach for particle physics. IPPOG’s flagship activity is the International Particle Physics Masterclass programme, which provides secondary students with access to particle physics data using dedicated visualisation and analysis software. Students meet scientists, learn about particle physics, accelerators and detectors, perform physics measurements and search for new phenomena, then compare results in an end-of-day videoconference with other classes. The most recent of these events was held from 7 March to 16 April 2019 with thousands of students participating in 332 classes held in 239 institutes from 54 countries around the world. We report on the evolution of Masterclasses in recent years, in both physics and computing scope, as well as in global reach.

Informal Science Education on the Nasa Climate Change Website: Addressing the Challenge of Educating Diverse Audiences

Informal Science Education on the Nasa Climate Change Website: Addressing the Challenge of Educating Diverse Audiences

형평성 관련 비형식 과학 학습 및 교육 연구 경향 탐색 : 네트워크 분석법의 다학제적 적용

형평성 관련 비형식 과학 학습 및 교육 연구 경향 탐색 : 네트워크 분석법의 다학제적 적용

School Students’ Intrinsic Motivation for Learning Science in RRI Activity: the Influence of Perceived Competence and Relatedness

The article deals with the influences of perceived competence and relatedness on school students‘ intrinsic motivation for learning science (IMLS) in responsible research and innovation (RRI) activity. RRI activity in the science classroom discloses the positive and negative impact of research and innovation discoveries for the society. The evaluation of the negative and positive sides of the research and innovation involves school students in discussion and gives a possibility to feel competent and related with others. 5E model is used in this research. It encompasses formal and informal science education. The purpose of the study is to explore the influence of perceived competence and relatedness on school students‘ intrinsic motivation for learning science in RRI activity. The data presented in the current study are a part of the 7BP ENGAGE project, implemented in Lithuania (2014-2017). The participants chosen for this study were 8th-10th grade school students from different schools of Lithuania. Multiple regression analysis was used to test if the two basic psychological needs (perceived competence and relatedness) significantly predicted students' intrinsic motivation for learning science. Our research revealed that school students‘ motivation for learning science was simultaneously influenced by perceived competence and relatedness in RRI activity. We established a statistically significant relation between the students‘ motivation for learning science and their perceived competence and relatedness. Perceived competence influenced the school students‘ motivation for learning science more than perceived relatedness in RRI.

From Computational Thinking to Political Resistance

Working with Latinx adolescents and providing informal learning experiences through a voluntary after school program aimed at developing their computational thinking and competencies, discussions around the election of Donald Trump emerged as it was important for many students. Emergent bilinguals internalized the xenophobic discourse that was amplified during the presidential election season. Thus, students feared deportation, discrimination, and other forms of violence. Many students experienced their friends and families facing deportation due to the increased Immigration and Customs Enforcement raids that occurred in 2016. The after-school program was a safe space in which we could provide a constructive and creative environment for students to comfortably explore these topics. In this paper, drawing on three pre-service teachers’ reflections, we explore how middle school urban Latinx students navigated their oppressors through computational thinking and show case a model of a critical pedagogy in an informal science education.