Obstacles and challenges identified by practitioners of non-formal science learning activities in Europe

Resource type
Journal article
Creator (person)
Christidou, Dimitra
Voulgari, Iro
Tisza, Gabriella
Norouzi, Behnaz
Kinnula, Marianne
Iivari, Netta
Papavlasopoulou, Sofia
Gollerizo, Adrià¡n
Lozano Gonzà¡lez, Jose Marà­a
Konstantinidi Sofrona, Dafni
Date published
February 11, 2022
Abstract
Despite the increasing demand for non-formal science learning activities, few studies report on practitioners' perspectives and experiences with designing and implementing such activities worldwide. This paper focuses on their challenges by drawing upon twenty-two interviews with practitioners involved in diverse science learning activities in various non-formal settings in seven European countries. By including diverse activities and settings, this study contributes to the existing knowledge base, addresses the aforementioned gap in the literature, and informs future practices. Our findings suggest that despite the existing and celebrated diversity, practitioners face similar challenges related to (a) the activities' organisation and management, (b) the competencies required to run such activities, and (c) the attitudes held by the parties involved in them. Direct interview quotes exemplify each theme, further pinpointing the interconnection of multiple factors that inform the organisation and implementation of non-formal science learning activities. The findings allowed for a deeper understanding of challenges reported in the literature and shed light on the challenges voiced by the practitioners including the multiple competencies required and the workload. We conclude with a discussion foregrounding the need to build a knowledge base of shared practices in the field of non-formal science learning.
Funder
Funder nameAwards
European Union’s Horizon 2020 research and innovation programme
NO 787476
Journal title
International Journal of Science Education
Volume
44
Issue
3
Publisher
Informa UK Limited
ISSN
0950-0693
eISSN
1464-5289
Official URL
Rights statement
In Copyright
DOI