Periodic Reporting for period 2 - SURROUNDEDbySCIENCE (Surrounded by Science: Learning paths towards science proficiency)
Berichtszeitraum: 2023-04-01 bis 2024-09-30
Science is all around us. People learn science at school, but an even larger part of science learning takes place out of school. This out-of-school or informal STEM (iSTEM) learning can spur interest in science, but it can contribute to other aspects of science proficiency as well. Science proficiency is defined as a set of specific competencies required to achieve goals and aspirations in science, to think critically and to be considerate and active citizens. Based on the work of the National Research Council (2007, 2009), these competences are: (a) being interested in and excited by science, (b) understanding scientific content and knowledge, (c) engaging in scientific reasoning, (d) reflecting on science, (e) using the tools and language of science, and (f) identifying with the scientific enterprise. While significant attention has been given to science education in schools and higher education, there is still a lack of knowledge about the nature and effects of iSTEM activities and how the worlds of formal and informal science learning can strengthen and complement each other.
The EU-funded Surrounded by Science project brought together experts in science education research, science centres and museum educators, providers of outreach and informal learning activities, strong user communities and policymakers in Europe to design and implement a systematic assessment methodology that analyses the impact of out-of-school science activities.
By conducting research from four different research perspectives, the project’s aim was to identify good practices in informal science education and assess their impact on people’s science proficiency. With this information, we were able to better understand how we can bridge the gap between formal science education and iSTEM learning and contribute to a connected science learning ecosystem where people of diverse ages and backgrounds may encounter a wide range of science learning experiences that could lead to future opportunities in personal, academic, professional, and civic realms.
The EU-funded Surrounded by Science project brought together experts in science education research, science centres and museum educators, providers of outreach and informal learning activities, strong user communities and policymakers in Europe to design and implement a systematic assessment methodology that analyses the impact of out-of-school science activities.
By conducting research from four different research perspectives, the project’s aim was to identify good practices in informal science education and assess their impact on people’s science proficiency. With this information, we were able to better understand how we can bridge the gap between formal science education and iSTEM learning and contribute to a connected science learning ecosystem where people of diverse ages and backgrounds may encounter a wide range of science learning experiences that could lead to future opportunities in personal, academic, professional, and civic realms.
In the first part of the project, the aim was to get a better understanding of the nature of iSTEM activities. An inventory of existing iSTEM activities was made which showed insight into the approaches that organisations in Europe are taking to engage with visitors and attract their interest. In addition, based on interviews with 219 stakeholders (activity providers, school teachers, and visitors and participants of iSTEM activities) from 20 different countries, 14 different types of iSTEM activities were identified, each with their own design characteristics and success criteria. These activity types and corresponding design characteristics and success criteria were represented in three matrices, one for each learning context in which iSTEM activities take place (i.e. designed environments, outreach programmes, and media- and technology products).
In the second part of the project, the effects of iSTEM activities were investigated. In total, 18 case studies representing different contexts and activity types, targeting different audiences, covering different STEM domain areas and taking place in different countries, were selected for in-depth research. Instruments to assess science proficiency in different research perspectives were developed and selected. Moreover, a Digital Toolbox, including the Science Chaser app, was designed to enhance people’s learning experiences and to collect data from them. Results show that informal science activities indeed contribute to the development of people’s science proficiency. Outreach programmes, such as afterschool science clubs, as well as designed environments, such as museum and zoos, positively influence the six strands to a moderate or even high extent. Outreach programmes appear to have a larger influence than designed environments, especially on the competency of using the tools and language of science. Moreover, relations between specific design features and the development of specific competencies of science proficiency were found; for example, activities that involved authentic experiences or in which visitors could interact with real scientists, increased people’s science identity. Finally, our research shows that thematically connected activities from multiple learning contexts, formal as well as informal, that are combined into a learning pathway, are effective for science education with a large and balanced impact on all strands.
Based on the results, three exploitable products have been developed:
1. The Science Booster. This app can be used by science organisations to design new iSTEM activities, based on desired learning outcomes; to receive targeted input on existing iSTEM activities; and to become more aware of the impact that their activities have on different target groups. The Science Booster can be accessed via the following link: https://run.surroundedby.science/booster(öffnet in neuem Fenster).
2. The Science Chaser. This app can enrich and extend people’s learning experiences; collect user data to receive a more in-depth understanding about the users, their interests and engagement in science-related activities; and provide recommendations for future iSTEM activities. The Science Chaser can be accessed via the following link: https://run.surroundedby.science/chaser(öffnet in neuem Fenster).
3. The roadmap for designing effective iSTEM activities. The accreditation and certification system recommendations proposed by the project can be used by education institutions to accredit and certify science learning activities that originate outside the school science system. The roadmap is presented in deliverable D6.4 of the project.
In the second part of the project, the effects of iSTEM activities were investigated. In total, 18 case studies representing different contexts and activity types, targeting different audiences, covering different STEM domain areas and taking place in different countries, were selected for in-depth research. Instruments to assess science proficiency in different research perspectives were developed and selected. Moreover, a Digital Toolbox, including the Science Chaser app, was designed to enhance people’s learning experiences and to collect data from them. Results show that informal science activities indeed contribute to the development of people’s science proficiency. Outreach programmes, such as afterschool science clubs, as well as designed environments, such as museum and zoos, positively influence the six strands to a moderate or even high extent. Outreach programmes appear to have a larger influence than designed environments, especially on the competency of using the tools and language of science. Moreover, relations between specific design features and the development of specific competencies of science proficiency were found; for example, activities that involved authentic experiences or in which visitors could interact with real scientists, increased people’s science identity. Finally, our research shows that thematically connected activities from multiple learning contexts, formal as well as informal, that are combined into a learning pathway, are effective for science education with a large and balanced impact on all strands.
Based on the results, three exploitable products have been developed:
1. The Science Booster. This app can be used by science organisations to design new iSTEM activities, based on desired learning outcomes; to receive targeted input on existing iSTEM activities; and to become more aware of the impact that their activities have on different target groups. The Science Booster can be accessed via the following link: https://run.surroundedby.science/booster(öffnet in neuem Fenster).
2. The Science Chaser. This app can enrich and extend people’s learning experiences; collect user data to receive a more in-depth understanding about the users, their interests and engagement in science-related activities; and provide recommendations for future iSTEM activities. The Science Chaser can be accessed via the following link: https://run.surroundedby.science/chaser(öffnet in neuem Fenster).
3. The roadmap for designing effective iSTEM activities. The accreditation and certification system recommendations proposed by the project can be used by education institutions to accredit and certify science learning activities that originate outside the school science system. The roadmap is presented in deliverable D6.4 of the project.
The project has impact in different ways:
1. By translating our findings into the Science Booster app, activity providers are becoming more aware of the goals of their activities and the way the design of their activities can influence specific learning outcomes (the competencies or strands of science proficiency). This app can impact the quality of informal science (iSTEM) activities.
2. By using the Science Chaser app, activity providers can enhance the learning experiences of their visitors and extend their interactions with them, enticing them to engage longer and more often with science, which could result in more positive attitudes towards science.
3. By improving iSTEM activities and conscious decisions regarding the goals of these learning activities, the science proficiency of citizens can be further developed.
4. By developing a science learning ecosystem -- connecting formal and informal science learning through educational pathways -- the strengths of both worlds can be combined to better promote science learning for diverse audiences.
1. By translating our findings into the Science Booster app, activity providers are becoming more aware of the goals of their activities and the way the design of their activities can influence specific learning outcomes (the competencies or strands of science proficiency). This app can impact the quality of informal science (iSTEM) activities.
2. By using the Science Chaser app, activity providers can enhance the learning experiences of their visitors and extend their interactions with them, enticing them to engage longer and more often with science, which could result in more positive attitudes towards science.
3. By improving iSTEM activities and conscious decisions regarding the goals of these learning activities, the science proficiency of citizens can be further developed.
4. By developing a science learning ecosystem -- connecting formal and informal science learning through educational pathways -- the strengths of both worlds can be combined to better promote science learning for diverse audiences.