Abstract:Informal opportunities for young people to engage with science have increased in response to declining uptake in science and a shortage of science graduates. This paper is set in the context of the recent introduction of science at primary level in Ireland and the existence of a great number of science outreach programmes, in particular from universities to support this sector. The recent movement to change science pedagogy in schools towards a focus on inquiry and constructivist methods commands discussion ar… Show more
“…On the other hand, constructivist/cognitivist theorists are of the opinion that learning is an active process. Indeed, constructivism/cognitivism is based on the concept that students develop their own views of knowledge, as opposed to the notion that teachers hand down information and knowledge to their students [12][13][14]. Constructivist/cognitivist proponents are of the opinion that the learning plan should always place emphasis on the student, and not on the content and format of the program or the ideas of the instructor [4,5,15].…”
On 11 March 2020, the World Health Organization declared COVID-19 to be a pandemic to be confronted by humanity. As a result, social isolation has become the norm in most countries, with the consequent replacement of face-to-face classes by classes mediated by information and communication technology. Within this context, this work sets out to investigate the factors necessary for courses mediated by technology to attain their pedagogical objectives. Additionally, the study examines how subjects that develop hard and soft skills differ in a technology-mediated setting. The results show that the teacher’s digital competence on the technological platform and the metacognitive support available in the digital environment are significant factors for a course to attain its pedagogical objectives successfully. Lastly, the study revealed that hard skill disciplines, when they migrate to technology-mediated environments, are more likely to fail to achieve their educational goals than soft skill disciplines subject to the same migration.
“…On the other hand, constructivist/cognitivist theorists are of the opinion that learning is an active process. Indeed, constructivism/cognitivism is based on the concept that students develop their own views of knowledge, as opposed to the notion that teachers hand down information and knowledge to their students [12][13][14]. Constructivist/cognitivist proponents are of the opinion that the learning plan should always place emphasis on the student, and not on the content and format of the program or the ideas of the instructor [4,5,15].…”
On 11 March 2020, the World Health Organization declared COVID-19 to be a pandemic to be confronted by humanity. As a result, social isolation has become the norm in most countries, with the consequent replacement of face-to-face classes by classes mediated by information and communication technology. Within this context, this work sets out to investigate the factors necessary for courses mediated by technology to attain their pedagogical objectives. Additionally, the study examines how subjects that develop hard and soft skills differ in a technology-mediated setting. The results show that the teacher’s digital competence on the technological platform and the metacognitive support available in the digital environment are significant factors for a course to attain its pedagogical objectives successfully. Lastly, the study revealed that hard skill disciplines, when they migrate to technology-mediated environments, are more likely to fail to achieve their educational goals than soft skill disciplines subject to the same migration.
“…Despite the growing number of large-scale space education programmes (Roche et al, 2021a), there remains some debate over the theories of learning underpinning astronomy and space education in informal environments (Kovalenko, 2019;Anjos and Carvalho, 2020). Constructivism is one of the most common theories of learning that provides the theoretical foundation for events where public audiences engage with science (Stocklmayer et al, 2010;McCauley et al, 2018), and for young people engaging in space and astronomy in informal learning environments, social constructivism-whereby learning is mediated through social interaction with teachers, educators, and peers-is often the learning theory that underpins the activities (Vygotsky, 1978;Kallery, 2011). The aim of the spaceEU project was to foster a space education community for young people in Europe and it set out to achieve this by implementing a programme of social constructivist activities designed to educate, engage, and encourage young people to better understand the role of European space science, including its benefits to society as well as potential career paths within the field.…”
Space education not only plays a key role in helping young people understand the natural world and their impact on the planet but is also vital in ensuring that future generations can make meaningful contributions to the space sector at all levels. Positive perceptions of the space sector can lead young people to take roles where they can contribute to new knowledge, develop new technologies, and tackle societal challenges. As the relationship between science and society is tested by global events—such as climate change and the COVID-19 pandemic—scientific trust and accountability have become topics of frequent and public debate. The way in which young people engage with space education and perceive their potential involvement with the space sector is of greater importance now than ever before. This paper describes a two-year European space education project that was carried out before and during the COVID-19 global pandemic. An evaluation of the project activities showed that young people are generally enthusiastic about space, but their perceptions of the European space sector—and their connections to it—are less positive. Recommendations are made on the challenges facing the space sector and how it needs to adapt to better support the development of a more inclusive space education community.
“…As such, universities and research institutions, in an attempt to support formal science education are encouraged to be proactive in the informal space at both primary and second level (DSE, 2011; European Commission, 2007; Science Foundation Ireland [SFI], 2014). However, science outreach can only fulfil its potential if its aims and practices are understood (Stocklmayer et al, 2010) and it is proposed that developing explicit partnerships with formal science education may address this concern (Fallik et al, 2013; McCauley et al, 2018). The 2007 European Commission Report advocates a partnership approach in the belief that science outreach can accelerate the pace of change in science education: Community support can be instrumental, not only in accelerating the pace of change, but also in enriching the newly developed techniques.…”
Section: Partnering Formal and Informal Roles To Support Science Educmentioning
confidence: 99%
“…Bevan and Dillon (2010) echo the fact that experiences of learning science are not confined to either the classroom or the informal setting, and that for both sets of educators to thrive, that they much understand the possibilities, programs, and experiences provided by each other's institutions, and build on them for an improved science education. With a slow emerging body of evidence of the impact of such partnerships (Bevan & Dillon, 2010), details of how these partnerships can fruitfully work is still a contested and debated field (McCauley et al, 2018; Stocklmayer et al, 2010).…”
Section: Partnering Formal and Informal Roles To Support Science Educmentioning
Inquiry learning pedagogies have not only been proposed as a successful teaching methodology to draw students into science, they are also rich with possibilities for creativity. The particular focus on investigations and problem-solving provides opportunity for educators to embrace this. The primary curriculum explicitly values creativity in this regard, linking with inquiry, and problem-solving. In recent years, science outreach carried out by universities in the Republic of Ireland has played a significant role in the formal classroom as a support to primary science (KS1). This article explores the perceptions of these two educators in the primary classroom, teachers (N = 31), and science outreach practitioners (N = 30), with respect to their theoretical stance on the construct of creativity and secondly their application of creativity in practice. The interview method used engaged research participants in a dialectical analysis of conceptual and pedagogical dilemmas. This unique, primarily qualitative methodology, provides evidence to differentiate perspectives of these two groups. Results indicate that participants generate new understandings by engaging in dialectical reflection and critical analysis of the two binaries. They also reveal that although outreach practitioners and teachers align in their perception of
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