Building on scientific literacy in evolution towards scientifically responsible Europeans, COST Action CA17127
Published March 17, 2020 | Version v1
Report Open

Exploratory study of evolution-themed, non-formal education in Europe

Creators

Description

This exploratory study aims to describe the learning opportunities in evolution across Europe in non-formal contexts. To better understand the current situation as well as to describe the landscape in evolution-themed, lifelong learning in Europe, we in the Working Group “Informal Educators” of the EU COST Action EuroScitizen have undertaken a literature review in addition to collecting survey responses from non-formal educators and conducting interviews with a selected subset thereof.

Given the complexity of lifelong learning, improving the existing learning experiences outside of the more formal schools and universities as well as developing new and more impactful ones, requires a collaboration between any and all of evolutionary biologists, anthropologists, museum curators, educational researchers, psychologists and pedagogists, among others.

Based on our study we hold that a systematic approach is needed to improve how evolution is presented to the general public and to raise scientific literacy in this area and beyond. This approach will require improved impact assessments of existing and future activities; reconsidering the role that non-formal learning holds in transferring knowledge from cutting-edge research to the general public; and, more generally, reinforcing lifelong learning (beyond mandatory education) to improve the scientific literacy of all European citizens.

Notes

Peer feedback on the final report: Justin Dillon, Olaf R. P. Bininda-Emonds | Interviewers: Helene Hoemsnes, Sille Holm, Tamara Milosevic, Silvia Paolucci, Davorka Radovčić, Joana Rios, Uroš Savković, Asimakis Talamagas | Analysis of interviews: Tamara Milosevic, Davorka Radovčić | Literature analysis: Tanja Adnađević, Johan Barstad, Bento Cavadas, Helene Hoemsnes, Sille Holm, Alex Jeffries, Bojan Kenig, Lucia Martinelli, Tamara Milosevic, Teresa Nogueira, Ágústa Pálsdóttir, Silvia Paolucci, Davorka Radovčić, Nuno Ribeiro, Joana Rios, Xana Sá Pinto, Uroš Savković | Survey analysis: Johan Barstad, Tamara Milosevic | Survey construction (Porto and Paris WG3 meeting, February and April 2019): Alex Jeffries, Guillaume Lecointre, Tamara Milosevic, Yamama Naciri, Davorka Radovčić, Uroš Savković, Özgül Yahyaoğlu, Martha Georgiou | Design of the study and initial draft (Split WG3 meeting, September 2019): Tanja Adnađević, Johan Barstad, Bento Cavadas, Romain Dewaele, Helene Hoemsnes, Sille Holm, Alex Jeffries, Lucia Martinelli, Tamara Milosevic, Teresa Nogueira, Ágústa Pálsdóttir, Silvia Paolucci, Juris Porozovs, Davorka Radovčić, Nuno Ribeiro, Joana Rios, Xana Sá Pinto, Uroš Savković, Asimakis Talamagas

Files

Exploratory study of evolution-themed, non-formal education in Europe.pdf

Files (1.2 MB)

Additional details

References

  • Adams, W. (2015). Conducting Semi-Structured Interviews. In J. Wholey, H. Hatry, K. Newcomer (Eds.), Handbook of Practical Program Evaluation (4th ed., pp. 492-505). Jossey-Bass. https://doi.org/10.1002/9781119171386.ch19
  • Affeldt, F., Weitz, K., Siol, A., Markic, S., & Eilks, I. (2015). A non-formal student laboratory as a place for innovation in education for sustainability for all students. Education Sciences , 5 (3), 238-254. https://doi.org/10.3390/educsci5030238
  • Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist , 37 (2), 122. ht tps://doi.org/10.1037/0003-066X.37.2.122
  • Beetlestone, J. G., Johnson, C. H., Quin, M., & White, H. (1998). The science center movement: contexts, practice, next challenges. Public Understanding of Science , 7 (1), 5–26. https://doi.org/10.1177/096366259800700101
  • Clapham, A. (2016). Enacting informal science learning: exploring the battle for informal learning. British Journal of Educational Studies , 64 (4), 485-501. https://doi.org/10.1080/00071005.2016.1179716
  • Coombs, P. H., & Ahmed, M. (1974). Attacking Rural Poverty: How non-formal education can help. John Hopkins University Press. http://documents.worldbank.org/curated/en/656871468326130937/pdf/multi-page.pdf
  • Cooper, B. (2002). Teachers as moral models? The role of empathy in teacher/pupil relationships. [Doctoral dissertation, Leeds Metropolitan University]. Repository https://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.435711
  • Eshach, H. (2007). Bridging In-school and Out-of-school Learning: Formal, Non-Formal, and Informal Education. Journal of Science Education and Technology , 16 , 171-190. https://doi.org/10.1007/s10956-006-9027-1
  • Falk, J., Osborne, J., Dierking, L., Dawson, E., Wenger, M., & Wong, B. (2012). Analysing the UK Science Education Community: the contribution of informal providers . Wellcome Trust. https://wellcomelibrary.org/item/b21248023#?c=0&m=0&s=0&cv=0
  • Hox, J. J., & Boeije, H. R. (2005). Data collection, primary versus secondary. In K. Kempf-Leonard (Ed.), Encyclopedia of social measurement , (Vol. 1, pp. 593-599). Elsevier. https://doi.org/10.1016/B0-12-369398-5/00041-4
  • Menezes, I. M. C. A., Ovigli, D. F. B., & Colombo Jr, P. D. (2018). The Relationship between Formal Education and Non-Formal Education: A Descriptive and Analytical Review of the Publications about Astronomy Education in Journals and Events Related to Science Teaching in the Brazilian Context. Science Education International , 29 (1), 11-19. http://www.icaseonline.net/journal/index.php/sei/article/view/35
  • Moore, M. (1986). Self-directed learning and distance education. International Journal of E-Learning & Distance Education/Revue International Du e-Learning et La Formation à Distance , 1 (1), 7–24. http://www.ijede.ca/index.php/jde/article/view/307/762
  • Pedretti, E.G. (2004). Perspectives on learning through research on critical issues - based science center exhibitions. Science Education , 88 (Suppl. 1), S34-S47. https://doi.org/10.1002/sce.20019
  • Phipps, M. (2010). Research Trends and Findings From a Decade 1997–2007 of Research on Informal Science Education and Free-Choice Science Learning. Visitor Studies, 13 (1), 3-22. https://doi.org/10.1080/10645571003618717
  • Reznitskaya, A., & Gregory, M. (2013). Student Thought and Classroom Language: Examining the Mechanisms of Change in Dialogic Teaching. Educational Psychologist , 48 (2), 114-133. https://doi.org/10.1080/00461520.2013.775898
  • Sasson, I. (2014). The Role of Informal Science Centers in Science Education: Attitudes, Skills, and Self-efficacy. Journal of Technology and Science Education , 4 (3), 167-180. https://doi.org/10.3926/jotse.123
  • Sezen Vekl, G. (2013). Summer science camp for middle school students: A Turkish experience. Asia-Pacific Forum on Science Learning and Teaching , 14 (1), Article 8. https://www.eduhk.hk/apfslt/download/v14_issue1_files/vekli.pdf
  • Spiegel, A.N., Evans, E.M., Frazier, B., Hazel, A., Tare, M., Gram, W., & Diamond, J. (2012). Changing Museum Visitors' Conceptions of Evolution. Evolution: Education and Outreach , 5 , 43–61. https://doi.org/ 10.1007/s12052-012-0399-9
  • Struminger, R., Zarestky, J., Short, R.A., & Lawing, A.M. (2018). A Framework for Informal STEM Education Outreach at Field Stations. Bioscience , 68 (12), 969-978. https://doi.org/10.1093/biosci/biy108
  • Tan, M. (2018). When Makerspaces Meet School: Negotiating Tensions Between Instruction and Construction. Journal of Science Education and Technology , 28 (2), 75-89. https://doi.org/ 10.1007/s10956-018-9749-x