Creating scientific and technical talent through educational outreach

Diggs, Darnell E.; Grote, James G.; Fielding, Jennifer; Jones, Keith; Jenkins, L.C.; Turner, Irina

doi:10.1117/12.734571

Cited by 2 publications

(5 citation statements)

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“…Digas et al (2007, p.1) define science outreach as the act of "seeking" and "reaching" out to our nation's youth and encouraging them to consider the science disciplines as a career choice. By combining the definitions of Bell (et al, 2009), Stanford (2014) and Digas et al (2007) it is possible to conclude that the target audience for science outreach is primary and second level students, our nation's youth, and its objective is to increase their interest, involvement and knowledge of science.…”

Section: Science Outreach For Primary and Second Level Studentsmentioning

confidence: 99%

“…This is in opposition to informal science education and science communication that target the general public. As it focuses on primary and second level students, science outreach has two main objectives: encouraging students to consider a science career and improving students' scientific education experience (Bell et al, 2009;Digas et al, 2007;Jeffers et al, 2004). The two objectives of science outreach involve students, which makes it relevant for formal science education.…”

Section: Science Outreach For Primary and Second Level Studentsmentioning

confidence: 99%

“…On one hand, there is the view that everyone can do science. Therefore, programmes should be open to everyone and target students independent of their initial ability (Digas et al, 2007). On the other hand, other programmes see science as a field that requires exceptional and strongly committed students and as such view that, science outreach programmes should focus on these students (Rosendahl, 1992).…”

Section: Progress Towards a Career In Science;mentioning

confidence: 99%

“…Science outreach activities do not follow a science curriculum. Therefore, it is assumed that time constraints are less of an issue (Digas et al, 2007) Nevertheless, some outreach practitioners acknowledged these constraints. They used time constraints when discussing different dichotomies.…”

Section: Tensions Between the Ideal Strategies And The Real Classroommentioning

confidence: 99%

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Dialectical dividends: fostering hybridity of new pedagogical practices and partnerships in science education and outreach

Gomes

McCauley

2016

International Journal of Science Education

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Internationally, science literacy has become socially and economically very important. Many European countries, including Ireland, stress that science and technology graduates are fundamental for economic growth. Nevertheless, there is a recognized trend of diminishing interest in science by students. In response, there has been a call to change the way science is taught in schools which focuses on inquiry methods rooted in constructivism, and for further encouragement of students to pursue science degrees. Specifically at primary level, there is a recurrent view that teachers lack the confidence and pedagogical knowledge to teach science by inquiry. Universities and other organizations have responded by developing science outreach programmes to improve student engagement in science, and to promote inquiry in the classroom. Given this context, there is a necessity for research in this area to ascertain if this new relationship between outreach and education is worthwhile, and therefore the analysis and comparison of both fields warranted. This study examines and compares primary teachers' and outreach practitioners' understanding and perceptions of constructivist science pedagogy in an effort to understand the potential of the teacher-outreach symbiotic partnership. A mixed-methods approach was employed. The Constructivist Learning Environment Survey was completed by 149 teachers and 89 outreach practitioners and semi-structured interviews, presenting constructivist dilemmatic cases were carried out with 31 teachers and 30 outreach practitioners. The results obtained contradict the view that teachers do not have a strong science pedagogical sense, and are resistant to constructivist approaches. Both teachers and outreach providers revealed favourable views in relation to constructivism, despite recognizing barriers to its implementation. These results move the mind-set away from one that assumes the teacher lacks this pedagogical knowledge towards one that supports the teacher-outreach symbiotic partnership and the realisation of the hybrid role of each participants. The results obtained have also revealed an important gatekeeper dynamic in outreach access to schools. The study ends with implications and recommendations derived from these conclusions. vi Papers and Conference Proceedings Gomes, D. and McCauley, V. (2014). Why do we teach science: four arguments for teaching science and the role of science outreach. Chemistry in Action. 2 (103) pp. 24-6.

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Section: Science Outreach For Primary and Second Level Studentsmentioning

confidence: 99%

Section: Science Outreach For Primary and Second Level Studentsmentioning

confidence: 99%

Section: Progress Towards a Career In Science;mentioning

confidence: 99%

Section: Tensions Between the Ideal Strategies And The Real Classroommentioning

confidence: 99%

See 2 more Smart Citations

Dialectical dividends: fostering hybridity of new pedagogical practices and partnerships in science education and outreach

Gomes

McCauley

2016

International Journal of Science Education

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“…Diggs et al, 2007). Assim, os artigos selecionados foram classificados nessas três categorias que representam os seus respectivos objetivos gerais.Ao identificar, nos resultados da amostra, o conteúdo sobre o que deve ser considerado ou realizado para se obter sucesso na implementação de práticas de economia circular voltadas para logística reversa, deu-se início ao desenvolvimento de uma taxonomia baseada em fatores críticos de sucesso da logística reversa sob a ótica da economia circular.…”

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Logística Reversa E Sustentabilidade Sob a Perspectiva Da Economia Circular

PORTUGAL¹

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Faced with the need to rethink production and consumption practices, the circular economy emerges as an alternative in the field of sustainable development, based on the principles of regeneration and restoration of resources. The reverse logistics promotes the flows of materials and information on the return of post-sale and post-consumer products, taking into account the principle of restoration of the circular economy, represented by the technical cycle. The volume of work that relates the reverse logistics and sustainability has been increasing annually, including the introduction of emerging topics and multidisciplinary perspectives, such as circular economy. The objective of this study is to provide a current holistic view of the literature that relates reverse logistics to circular economy by offering a taxonomy of the critical success factors of reverse logistics from the perspective of the circular economy technical cycle, a framework that shows the relationship between these concepts and a research agenda. The method adopted was the tertiary review of the literature, resulting in a sample of 66 articles. The agenda for future research was structured into: (i) development of the state of the theory on the subject; (ii) thematic approach; (iii) theoretical deepening in each of the five critical success factors. The dissertation makes a comprehensive critical survey of the state-of-the-art in relation to reverse logistics and circular economy in the context of the supply chain.

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Creating scientific and technical talent through educational outreach

Cited by 2 publications

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Dialectical dividends: fostering hybridity of new pedagogical practices and partnerships in science education and outreach

Dialectical dividends: fostering hybridity of new pedagogical practices and partnerships in science education and outreach

Logística Reversa E Sustentabilidade Sob a Perspectiva Da Economia Circular

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