Mapping the future of non-formal education and the scientific dissemination of astronomy in Brazil: A Delphi study

Abstract

Non-formal education and the dissemination of science are increasingly gaining importance around the world. Whilst astronomy in Brazil is no exception, its growth has however been slow and dispersed, institutions and activities across the country are uncoordinated, and no source exists that integrates relevant information and knowledge. To address these issues, this study uses a broad Delphi study, which includes a heterogeneous group of experts from all of the main regions of Brazil, to provide a first step toward integrating the field by mapping its current and future states. The topics that emerged during the study include, for example, working conditions, training and access to financing. A diverse set of problems and possible solutions were also identified, and these offer guidance for practice and educational policy. Opportunities for future research are also outlined.

Non-Formal Science Education in Cracow: Beneficiaries

“…Having in mind that our society is facing more and more complex problems that remain to be solved for future generations, all this requires qualitatively new natural science and technological education approaches, for example development of non-formal science education (Lamanauskas, 2017). Non-formal education has been more and more important in the last decades both in Europe and in other countries (Bilbokaite et al, 2018;Marques & de Freitas, 2016;Morgan & Kliucharev, 2011;Oyigbo et al, 2021). The number of scientific publications on this topic is also increasing.…”

A guided tour in the Geophysical and Astronomical Observatory of the University of Coimbra: setting-specific practices in an informal educational environment

“…When we focus on astronomy-related interactions, the research gap is even more apparent. Informal education in astronomy is conducted in different settings and involves diverse stakeholders, but the area is not well organized or integrated (Marques and Freitas 2016); few studies concern guided interactions (Stroud, Groome, Connolly, and Sheppard 2007), for instance in planetaria, observatories, or astronomy-related museums and science centers. In this group we can also include Marques, Carlin and Moutinho (2020) and Carlin, Marques and Moutinho (2021), who investigate the interaction of an astronomer guide with a child while observing the Sun with a telescope, and Marques, Carlin and Moutinho (2021), who explore the methods and strategies a group of guides use to communicate about astronomical time in planetarium sessions.…”