TY - JOUR
T1 - Non-formal Science Education
T2 - Moving Towards More Inclusive Pedagogies for Diverse Classrooms
AU - Guralp, Genco
AU - Hayes, Sarah
N1 - Publisher Copyright:
© 2024, University of Ljubljana. All rights reserved.
PY - 2024/3/29
Y1 - 2024/3/29
N2 - The Diversity in Science towards Social Inclusion–Non-formal Education in Science for Students’ Diversity (DiSSI) project aimed to provide a holistic perspective on diversity, focusing specifically on cultural and ethnic identities, language, socioeconomic background, gender, as well as differing levels of achievement. In particular, the work presented in this paper aims to tackle consciously the issues surrounding teaching and learning in socio-economically deprived areas through non-formal education. This paper presents the results of a pilot study that examined how students participating in non-formal education engage with multi-modal pedagogical approaches designed to address multiple dimensions of diversity via an intersectionality lens. Working with diverse groups requires varied methods; as such, a mixed-method approach was employed in the study to ensure the research team authentically captured and engaged with the lived experiences of the participants. The study aimed to generate best practices that augment the science capital of students, which are applicable across various contexts of diversity. The pedagogical approaches, while not novel in science education literature, were rarely utilised by the teacher and thus were rarely experienced by the students. Participants reported a greater sense of autonomy and ownership of the science through participation in the DiSSI programme. Preliminary results indicate an overall positive experience for students and teachers alike and offer insights into the overall lived experiences of participants, which inform future work.
AB - The Diversity in Science towards Social Inclusion–Non-formal Education in Science for Students’ Diversity (DiSSI) project aimed to provide a holistic perspective on diversity, focusing specifically on cultural and ethnic identities, language, socioeconomic background, gender, as well as differing levels of achievement. In particular, the work presented in this paper aims to tackle consciously the issues surrounding teaching and learning in socio-economically deprived areas through non-formal education. This paper presents the results of a pilot study that examined how students participating in non-formal education engage with multi-modal pedagogical approaches designed to address multiple dimensions of diversity via an intersectionality lens. Working with diverse groups requires varied methods; as such, a mixed-method approach was employed in the study to ensure the research team authentically captured and engaged with the lived experiences of the participants. The study aimed to generate best practices that augment the science capital of students, which are applicable across various contexts of diversity. The pedagogical approaches, while not novel in science education literature, were rarely utilised by the teacher and thus were rarely experienced by the students. Participants reported a greater sense of autonomy and ownership of the science through participation in the DiSSI programme. Preliminary results indicate an overall positive experience for students and teachers alike and offer insights into the overall lived experiences of participants, which inform future work.
KW - context-based learning
KW - diversity
KW - equality and inclusion
KW - science capital
KW - socio-economic deprivation
UR - http://www.scopus.com/inward/record.url?scp=85190116048&partnerID=8YFLogxK
U2 - 10.26529/cepsj.1707
DO - 10.26529/cepsj.1707
M3 - Article
AN - SCOPUS:85190116048
SN - 1855-9719
VL - 14
SP - 105
EP - 142
JO - Center for Educational Policy Studies Journal
JF - Center for Educational Policy Studies Journal
IS - 1
ER -