Highlighting the wider relevance of science centre evaluations: a reflection on the evaluation of a physics engagement programme

Abstract

This paper reflects on the evaluation of and findings from a nationwide programme of physics engagement activities hosted by 10 science centres across the UK. We discuss our findings indicating the affordances of the programme with reference to the wider literature in order to draw out elements of the project that may be useful for other science learning and engagement initiatives. In particular, we discuss findings that relate to contemporary research and policy interests around the engagement of girls in science, the key ages at which young people's views may best be influenced, the importance of explicating the nature of 'real-world' content and careers, and the value of collaborative partnerships. AbstractPublic engagement with science and technology; Science centres and museums; Informal learning

Public engagement with science—Origins, motives and impact in academic literature and science policy

“…[…] The data show that children as young as 10 are thoughtful about their futures, and may already be forming strong opinions. Indeed one might say that science engagement initiatives that support and target primary age students would not be wasting their time” [ 87 , pp. 1, 3, 13].…”