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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.
\n\nGiven 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.
\n\nBased 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.
", "languages": [ { "id": "eng", "title": { "en": "English" } } ], "publication_date": "2020-03-17", "publisher": "Zenodo", "references": [ { "reference": "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" }, { "reference": "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" }, { "reference": "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" }, { "reference": "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\u201326. https://doi.org/10.1177/096366259800700101" }, { "reference": "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" }, { "reference": "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" }, { "reference": "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" }, { "reference": "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" }, { "reference": "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" }, { "reference": "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" }, { "reference": "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" }, { "reference": "Moore, M. (1986). Self-directed learning and distance education. International Journal of E-Learning & Distance Education/Revue International Du e-Learning et La Formation \u00e0 Distance , 1 (1), 7\u201324. http://www.ijede.ca/index.php/jde/article/view/307/762" }, { "reference": "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" }, { "reference": "Phipps, M. (2010). Research Trends and Findings From a Decade 1997\u20132007 of Research on Informal Science Education and Free-Choice Science Learning. Visitor Studies, 13 (1), 3-22. https://doi.org/10.1080/10645571003618717" }, { "reference": "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" }, { "reference": "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" }, { "reference": "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" }, { "reference": "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\u201361. https://doi.org/ 10.1007/s12052-012-0399-9" }, { "reference": "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" }, { "reference": "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" } ], "resource_type": { "id": "publication-report", "title": { "de": "Bericht", "en": "Report" } }, "rights": [ { "description": { "en": "The Creative Commons Attribution license allows re-distribution and re-use of a licensed work on the condition that the creator is appropriately credited." }, "icon": "cc-by-icon", "id": "cc-by-4.0", "props": { "scheme": "spdx", "url": "https://creativecommons.org/licenses/by/4.0/legalcode" }, "title": { "en": "Creative Commons Attribution 4.0 International" } } ], "subjects": [ { "subject": "evolution," }, { "subject": "scientific literacy" }, { "subject": "non-formal learning" }, { "subject": "lifelong learning" }, { "subject": "assessment" } ], "title": "Exploratory study of evolution-themed, non-formal education in Europe" }, "parent": { "access": { "owned_by": { "user": 86202 } }, "communities": { "default": "dac47851-a9b0-4e6e-bc6a-367999fbfdc2", "entries": [ { "access": { "member_policy": "open", "members_visibility": "public", "record_policy": "open", "review_policy": "open", "visibility": "public" }, "children": { "allow": false }, "created": "2019-12-19T10:28:43.809457+00:00", "custom_fields": {}, "deletion_status": { "is_deleted": false, "status": "P" }, "id": "dac47851-a9b0-4e6e-bc6a-367999fbfdc2", "links": {}, "metadata": { "curation_policy": "All uploads under the EuroScitizen are subject to the previous approval of the Action WG chairs (which might involve consultation of the WG members).
\r\n", "page": "EuroScitizen is an EU funded COST Action, a research network which aims to identify targeted strategies that will raise levels of scientific literacy in Europe using evolution as a model.
\r\n\r\nThe Action will, for the first time, leverage the strengths of diverse stakeholders (evolutionary biologists, education researchers, educators, museum professionals and the media) in order to generate and analyse approaches used to improve the public’s scientific literacy.
\r\n\r\nWhy scientific literacy?
\r\n\r\nAs citizens, we are confronted with a deluge of information and misinformation from the internet and the mass media. Scientific literacy, i.e. the ability to critically evaluate, apply and understand scientific knowledge and how it is produced, is therefore vital for responsible citizenship. It is a prerequisite for generating a knowledge-based society and for allowing citizens to make informed decisions.
\r\n\r\nWhy evolution?
\r\n\r\nOne of the most important fields of science is evolution, the foundation of modern biology. Evolutionary biology is of great societal relevance and its findings have far-reaching implications for how we respond to climate change, drug resistance, issues of food security and controversies in modern medicine. However, it is frequently misunderstood or even rejected outright. This makes scientific literacy in evolution an ideal model to research approaches to improve the state of European scientific literacy more broadly.
\r\n\r\nOfficial web page: euroscitizen.eu
\r\n\r\nTwitter account: @EuroScitizen
\r\n\r\nAs citizens, we are confronted with a deluge of information and misinformation from the internet and the mass media. Scientific literacy, i.e. the ability to critically evaluate, apply and understand scientific knowledge and how it is produced, is therefore vital for responsible citizenship. It is a prerequisite for generating a knowledge-based society and for allowing citizens to make informed decisions. One of the most important fields of science is evolution, the foundation of modern biology. Evolutionary biology has great societal relevance and its findings have far-reaching implications for how we respond to climate change, drug resistance, issues of food security and controversies in modern medicine. However, it is frequently misunderstood or even rejected outright. This makes scientific literacy in evolution an ideal model to research approaches to improve the state of European scientific literacy. This Action will, for the first time, leverage the strengths of diverse stakeholders (evolutionary biologists, education researchers, educators, museum professionals and the media) to generate and analyse approaches used to improve public scientific literacy. Bridging differences in culture and education systems including participants from a wide range of countries and backgrounds is a source of innovation in itself. The expected result is to identify targeted strategies to raise levels of scientific literacy in Europe, thereby maximising Europe’s innovation potential. The Action will contribute to a culture of responsible, research and innovation (RRI) and will result in a more scientifically literate European citizenship, instrumental to implementing Europe 2020’s smart, sustainable and inclusive goals.
", "title": "Building on scientific literacy in evolution towards scientifically responsible Europeans, COST Action CA17127" }, "revision_id": 0, "slug": "euroscitizen", "updated": "2019-12-19T11:05:28.775143+00:00" } ], "ids": [ "dac47851-a9b0-4e6e-bc6a-367999fbfdc2" ] }, "id": "3712724", "pids": { "doi": { "client": "datacite", "identifier": "10.5281/zenodo.3712724", "provider": "datacite" } } }, "pids": { "doi": { "client": "datacite", "identifier": "10.5281/zenodo.3712725", "provider": "datacite" }, "oai": { "identifier": "oai:zenodo.org:3712725", "provider": "oai" } }, "revision_id": 5, "stats": { "all_versions": { "data_volume": 500222296.0, "downloads": 404, "unique_downloads": 363, "unique_views": 975, "views": 1035 }, "this_version": { "data_volume": 498984122.0, "downloads": 403, "unique_downloads": 362, "unique_views": 971, "views": 1031 } }, "status": "published", "updated": "2020-03-17T20:20:12.376222+00:00", "versions": { "index": 1, "is_latest": true } }