Challenges and Triumphs of Taking a Research-Informed Approach toward Improving Community Responsiveness across a Community-Based Science Club Program

Autor/inn/en	Burke, Lydia E. Carol-Ann; Al-khooly, Dina; Schaffer, Kristen
Titel	Challenges and Triumphs of Taking a Research-Informed Approach toward Improving Community Responsiveness across a Community-Based Science Club Program
Quelle	In: International Journal of Science Education, Part B: Communication and Public Engagement, 13 (2023) 2, S.149-169 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Burke, Lydia E. Carol-Ann) ORCID (Al-khooly, Dina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-8455
DOI	10.1080/21548455.2022.2151853
Schlagwörter	Community Programs; Science Programs; Science Education; Clubs; Informal Education; STEM Education; Children; Low Income Groups; Metropolitan Areas; Foreign Countries; Elementary School Students; Experimental Programs; Science Interests; Canada + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Club; Klub; Informelle Bildung; Nichtformale Bildung; STEM; Child; Kind; Kinder; Ballungsraum; Ausland; Erprobungsprogramm; Kanada
Abstract	This article details the learning experiences emerging from a research collaboration between a university-based research team and an informal education provider (the STEM Academy). The aim was to enhance the community responsiveness of a series of science clubs for children living in low-income communities in a metropolitan area of Canada. The study examined a new afterschool science club that ran for seven months, serving 20 children aged 8-11. Data sources included focus groups and individual interviews with children attending the club, semi-structured interviews with club staffers and school-based educators associated with the children, and detailed field notes made by a researcher-volunteer after every club session. Data was analyzed using a constant comparative approach which revealed four key lessons that the STEM Academy gained from this experimental club space: (i) Community responsiveness requires power sharing in multiple dimensions; (ii) Enjoying informal science learning can support formal science learning; (iii) The informal club context attends to children's needs and interests beyond science; and (iv) Territorial lines are blurred in community-responsive ventures. The experimental club allowed us to identify and recommend certain approaches for other informal education providers seeking to become more locally relevant (even those operating at multiple sites). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01