Analysing the UK science education community: The contribution of informal providers

Date: 
Thursday, November 1, 2012
Resource Type:
Research and Evaluation Instruments | Survey | Research Products | Research Brief
Environment Type: 
Media and Technology, Public Programs, Professional Development, Conferences, and Networks, Exhibitions, Informal/Formal Connections
Audience: 
Pre-K Children (0-5) | Elementary School Children (6-10) | Middle School Children (11-13) | Youth/Teen (up to 17) | Adults | Educators/Teachers | Museum/ISE Professionals | Evaluators
Discipline: 
Education and learning science | General STEM
Access and Inclusion: 
Low Socioeconomic Status
Organization:
Oregon State University, Stanford University
Description or Abstract: 

The aim of the work reported here has been to give an overview of the support that the informal sector provides for learning and engagement with science. In addressing this goal, we have taken the view that engagement with science and the learning of science occur both within and without schools. What is of interest is not who provides the experience or where it is provided but the nature and diversity of opportunities for science learning and engagement that are offered in contemporary UK society. Thus in approaching the work we have taken a systems perspective and looked at informal providers in particular, although we have also sought the views of those working in schools. The appendix of this report includes the survey used in this study.

Team Members

John H FalkAuthor
Emily DawsonAuthor
Matthew WengerMatthew WengerAuthor
Billy WongBilly WongAuthor

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