Science Clubs: An Underutilised Tool for Promoting Science Communication Activities in School

Hartley, M. Shaheed

doi:10.1007/978-94-017-9097-0_2

Cited by 7 publications

(13 citation statements)

References 4 publications

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“…These kinds of programmes, or clubs, provide opportunities for participants to pursue deeper goals, to ‘seek more opportunities related to science, become aware of gaps in their knowledge, persist through closing challenging gaps, and gain pleasure from building competence, knowledge, and skills in science’ (Bonnette et al, 2019). There is evidence linking participation in periodic extracurricular programmes to positive attitudes towards science, improved science learning and a greater sense of appreciation for scientific endeavours (Hartley, 2014). Although it is important to promote such endeavours, they have been addressed in detail elsewhere (Sahin, 2013; Vartianen and Aksela, 2013; Hartley, 2014; García-Guerrero et al, 2019).…”

Section: Characterization Of the Srwmentioning

confidence: 99%

“…There is evidence linking participation in periodic extracurricular programmes to positive attitudes towards science, improved science learning and a greater sense of appreciation for scientific endeavours (Hartley, 2014). Although it is important to promote such endeavours, they have been addressed in detail elsewhere (Sahin, 2013; Vartianen and Aksela, 2013; Hartley, 2014; García-Guerrero et al, 2019). We must turn our attention to the learning theories that can provide a foundation for the discussion of SRWs.…”

Section: Characterization Of the Srwmentioning

confidence: 99%

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From experience to theory: Science recreation workshops as a practice-led approach in informal environments for science learning

García-Guerrero

Lewenstein

2022

Cultures of Science

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Science recreation workshops (SRWs) create dynamic experiences in which participants discover, explore and understand natural phenomena. This serves as a unique and valuable means of the public communication of science and technology and informal science education activities, with the public at the centre of the process. To achieve this, SRWs integrate action and reflection not as a dichotomy, but as a complementary relation in which sensorial interaction is not a thoughtless process and mental activity is not disembodied. In this way, SRWs create virtuous cycles of meaningful learning. However, SRW practitioners thus far have not paid enough attention to the development of a theoretical foundation to support their strategies; they remain highly dependent on empirical experience and tacit knowledge. The little attention paid to the creation of a conceptual framework represents a critical barrier for reflection, discussion and, with them, the maturation of the SRW community. This work links a characterization of the SRW, built upon empirical experiences, to a variety of learning theories to identify an essential basis for discussion on the subject. Our objective is to complement the rich empirical tradition of the SRW with analytic elements intended to encourage discussion and promote—as tends to happen in activities with the public—virtuous cycles of theory and practice.

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Section: Characterization Of the Srwmentioning

confidence: 99%

Section: Characterization Of the Srwmentioning

confidence: 99%

From experience to theory: Science recreation workshops as a practice-led approach in informal environments for science learning

García-Guerrero

Lewenstein

2022

Cultures of Science

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“…This approach allows people involved to play the role of researchers in science recreation activities, which is part of a growing trend of engaging science communication and informal STEM education endeavors. Sahin (2013) emphasizes the transcendence of after-school programs because of their potential to promote student learning and develop scientific literacy, and Hartley (2014) cites various reports to establish science clubs as important means for the development of positive attitudes toward science. From a broad perspective, science clubs appear to be a valuable option for the growth of science communication and STEM education strategies.…”

Section: Science Clubsmentioning

confidence: 99%

“…Neresini and Pellegrini (2008, p. 243) state that, however communication is defined, there is some agreement that “it is a process that can create change in those who take part in it.” To see the value of science clubs we have to look for possible effects on their participants. Hartley (2014) highlights the success in the PISA test by countries that promote extracurricular STEM activities, while Sahin (2013) establishes that they can stimulate science-specific interests. If we intend to assess the value of a public communication of science endeavor, we must look for a possible influence on the people involved, which is not an easy task:Science communication outcomes and responses may not be easy to study scientifically; they inevitably occur in the “real world” rather than the controlled conditions of a research laboratory ( .…”

Section: Identifying the Effects: The Proper Perspectivementioning

confidence: 99%

“…imperative that the communication of science and all the potential it holds for future generations be done in a manner that would draw young learners to science and to sustain their interest and involvement in school science but also in activities beyond the school curriculum. (Hartley, 2014, p. 22)…”

Section: Introduction: the Need For Permanent Science Communication Pmentioning

confidence: 99%

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Keeping the Flame Lit: The Value of the Long-Term Permanence of a Science Club

García-Guerrero

Michel-Sandoval

Esparza-Manrique

et al. 2018

Science Communication

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Science clubs are programs that allow people (especially children and youngsters) to meet regularly outside of school programs and engage with science and technology activities. Clubs encourage participants to foster attitudes, capabilities, and knowledge related to STEM fields with the goal of promoting interest and passion about science. As such programs provide big opportunities to improve the impact of public communication of science activities, it is really important to look at the impacts of such programs.

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Attitudes to science when doing kitchen chemistry at science clubs

2023

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The South African grade 9 Natural Sciences curriculum suggests the use of everyday science to introduce the usefulness and the relatability of science to learners. Many learners, however, seem to have a negative attitude towards science learning and science as an entity. This study is an intervention that sought to ascertain the attitudes of grade 8 and 9 learners in under-resourced schools in South Africa after they had carried out kitchen chemistry hands-on practical activities at science clubs in under-resourced township schools. The learners were interviewed about their experiences, and university student volunteers at the science clubs were also interviewed. An inductive-deductive thematic approach was used to analyse the qualitative interview data. The findings of the study revealed that the learners had a more positive attitude toward science after they had been engaged in the kitchen chemistry hands-on practical activities. Additionally, the integration of everyday knowledge promoted conceptual understanding and improved the performance of the learners. The interviews with the student volunteers revealed aspects that they thought would improve learners' attitudes to science. Science clubs run by university student volunteers could assist in promoting a positive attitude to science among learners.

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Science Clubs: An Underutilised Tool for Promoting Science Communication Activities in School

Cited by 7 publications

References 4 publications

From experience to theory: Science recreation workshops as a practice-led approach in informal environments for science learning

From experience to theory: Science recreation workshops as a practice-led approach in informal environments for science learning

Keeping the Flame Lit: The Value of the Long-Term Permanence of a Science Club

Attitudes to science when doing kitchen chemistry at science clubs

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