Challenges and triumphs of taking a research-informed approach toward improving community responsiveness across a community-based science club program

Abstract

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).