Co-Designing for Equity in Informal Science Learning: A Proof-of-Concept Study of Design Principles

Abstract

Informal science learning has great potential to engage diverse learners, but faces issues of persistent inequities. While systemic change is needed to address these issues at a structural level, there is also a need for practical tools to support the organisations and the educators who are working to engage audiences in informal science that is authentic, culturally responsive, interest driven and learner centered. This article presents a collection of design principles, generated through a design approach which actively involved informal science learners, practitioners and researchers from nineteen countries as contributors. We present the design approach adopted, and suggest that participatory design methods could play a role in supporting equity efforts in informal science learning since several of the educators involved in the process decided to adopt participatory methods in their own practice. We also present an overview of the design principles generated through this process, and discuss the application of an early draft of these in an authentic informal science education programme. By adopting and adapting these principles and approaches in their practices, educators can work towards creating equitable and transformative informal science learning environments and experiences.

Codesign approaches involving older adults in the development of electronic healthcare tools: a systematic review

“…Contextual inquiry is used as a category to remain consistent with Leinonen et al .’s terminology, but we recognise that this category can be broadened into ‘rapid ethnography’ which Leinonen recommended in his follow-up research contributions. 56 …”

Inclusion for STEM, the institution, or minoritized youth? Exploring how educators navigate the discourses that shape social justice in informal science learning practices

“…Much of the research about social justice in ISL is concerned with redistribution and for good reason. International research has repeatedly shown that access to ISL resources is marked by significant structural inequalities, not least racism, sexism, class discrimination, ablism and their intersections, and more (Dawson, 2019; Durall et al, 2021; Garibay & Huerta Migus, 2014; Gonsalves et al, 2013; Patiño Barba et al, 2019; Polino & Muñoz, 2018). ISL resources operate following what Feinstein and Meshoulam (2014, p. 368) describe as the “Matthew Effect,” that is, they operate as additional resources for those in our societies who are most privileged.…”

“Let’s transform!”: A systematic literature review of science learning in COVID-19 pandemic era

“…Eleven formulations can be classified into three types of transformation: philosophical basic transformation before learning, transformation in science learning process, and transformation in learning assessment and evaluation. Implementation of science, particularly for children, can also be conducted informally or non-formally (Archer et al, 2021;Durall et al, 2021;Tisza et al, 2020); for instance, by using 'bush kinder' approach (Campbell & Speldewinde, 2020), follow leader technique (Roberts, 2021) & teacher talk (Studhalter et al, 2021), & need to see aspect of disruptive moments (Barton et al, 2021). In particular, social media can be used for informal science learning (Lundgren et al, 2022).…”

“…Formal science learning is most likely something we are all familiar with. However, it is critical to recognize that science can be implemented both formally and informally in order to broaden its reach and utility (Archer et al, 2021;Durall et al, 2021;Tisza et al, 2020). Several examples of science implementations informally and non-formally during pandemic are by using 'bush kinder' approach (Campbell & Speldewinde, 2020), follow the leader technique (Roberts, 2021), and teacher talk (Studhalter et al, 2021).…”