Science education reform focuses on learner-centered instruction within contexts that support learners’ sociocultural experiences. The purpose of this study was to explore Hispanic mothers’ experiences as accompanying adults at an informal science center within the context of culturally sustaining experiences, which include the fluidity and plurality of cultural and linguistic diversity, and support multilingualism and multiculturalism in practice and perspective for learners. Through a phenomenological approach, eight Hispanic mothers were observed with their children at a science center and then interviewed to elicit an understanding of their experiences. Results indicate that mothers were largely unfamiliar with museums in general, yet the science center supported their socio-cultural ways of learning and engaging with their children. Nevertheless, from the perspective of the mothers, opportunities exist for the science center to provide more cultural/linguistic access to the exhibits. While prior research has shown that informal science education can encompass culturally meaningful experiences by affirming cultural identities, results from this study suggest that this inclusive and affirming approach be extended to all informal science venues using a multi-modal approach to learning, and should include cultural sustainability to support negotiations between prior and current cultural contexts. This could include, but is not limited to, targeted outreach and programming that values parents as intellectual resources and involving diverse community members not only in the design process but also in the operations of the center.
Anthony Dudo, Vincent Cicchirillo, Lucy Atkinson, Samantha Marx
Given the proliferation of video games and their potential to contribute to informal science learning and perception formation, we provide an assessment of how commercial video games portray technoscience. Our examination was guided by theories commonly applied in studies of entertainment media’s contributions to public understanding of science. Results indicate that technoscience and its practitioners are common fixtures within video games and that their presence is often conspicuous and enthusiastic. Our findings challenge common assumptions about the treatment of science in media and compel research examining the role of informal gaming in cultivating future generations of scientists.
Eric Jensen, Nicola Buckley
As a form of public engagement, science festivals have rapidly expanded in size and number over recent years. However, as with other domains of informal public engagement that are not linked to policy outcomes, existing research does not fully address science festivals’ impacts and popularity. This study adduces evidence from surveys and focus groups to elucidate the perspectives of visitors at a large UK science festival. Results show that visitors value the opportunities afforded by the science festival to interact with scientific researchers and to encounter different types of science engagement aimed at adults, children and families. The most significant self-reported impact of attending a science festival is the development of increased interest in and curiosity about new areas of scientific knowledge within a socially stimulating and enjoyable setting.