Equity in informal science education: developing an access and equity framework for science museums and science centres

IF 4.7 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Studies in Science Education Pub Date : 2014-07-03 DOI:10.1080/03057267.2014.957558
Emily Dawson
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引用次数: 108

Abstract

Informal science education (ISE) is a popular pursuit, with millions of people visiting science museums, science centres, zoos, botanic gardens, aquaria, science festivals and more around the world. Questions remain, however, about how accessible and inclusive ISE practices are. This article reviews research on participation in ISE through the lens of social inclusion and equity and suggests that, as a field of practice, ISE is exclusive, with relatively little empirical or theoretical research on equity compared to ‘formal’ science education. This article contributes to science education scholarship by exploring equity in ISE, bringing together international research on ISE equity issues to examine what an access and equity framework for ISE might entail. It draws on theoretical perspectives from research on social justice, social reproduction and pedagogy to adapt a three-part access framework, focusing in turn on infrastructure access, literacy and community acceptance, to develop an access and equity framework for ISE.
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非正式科学教育中的公平:为科学博物馆和科学中心制定一个获取和公平的框架
非正式科学教育(ISE)是一项受欢迎的追求,世界各地有数百万人参观科学博物馆、科学中心、动物园、植物园、水族馆、科学节等。然而,关于ISE实践的可及性和包容性的问题仍然存在。本文通过社会包容和公平的视角回顾了参与ISE的研究,并指出,作为一个实践领域,ISE是排他性的,与“正规”科学教育相比,ISE在公平方面的实证或理论研究相对较少。本文通过探索ISE的公平性,汇集了关于ISE公平性问题的国际研究,来研究ISE的准入和公平性框架可能需要什么,从而为科学教育奖学金做出了贡献。它借鉴了社会正义、社会再生产和教育学研究的理论观点,以适应一个由三部分组成的准入框架,依次关注基础设施准入、扫盲和社区接受,为ISE制定了一个准入和公平框架。
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来源期刊
Studies in Science Education
Studies in Science Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
15.30
自引率
2.00%
发文量
7
审稿时长
>12 weeks
期刊介绍: The central aim of Studies in Science Education is to publish review articles of the highest quality which provide analytical syntheses of research into key topics and issues in science education. In addressing this aim, the Editor and Editorial Advisory Board, are guided by a commitment to: maintaining and developing the highest standards of scholarship associated with the journal; publishing articles from as wide a range of authors as possible, in relation both to professional background and country of origin; publishing articles which serve both to consolidate and reflect upon existing fields of study and to promote new areas for research activity. Studies in Science Education will be of interest to all those involved in science education including: science education researchers, doctoral and masters students; science teachers at elementary, high school and university levels; science education policy makers; science education curriculum developers and text book writers. Articles featured in Studies in Science Education have been made available either following invitation from the Editor or through potential contributors offering pieces. Given the substantial nature of the review articles, the Editor is willing to give informal feedback on the suitability of proposals though all contributions, whether invited or not, are subject to full peer review. A limited number of books of special interest and concern to those involved in science education are normally reviewed in each volume.
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