Characterising patterns of engagement of different participants in a public STEM-based analysis project

Essex, Jane and Haxton, Katherine (2018) Characterising patterns of engagement of different participants in a public STEM-based analysis project. International Journal of Science Education, Part B: Communication and Public Engagement, 8 (2). pp. 178-191. 6. ISSN 2154-8463 (https://doi.org/10.1080/21548455.2017.1423128)

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Abstract

An analysis project undertaken in the context of a historic visitor site is described. The project offered different types of opportunity for scientific working, and involved four distinct groups of participants. Two distinguishing features of the different groups of participants were their primary motivation for engagement with the activity, and their level of previous engagement with formal science education. Participants in different parts of the project were assessed as to their level of science capital (Archer et al., 2015). Drawing upon engagement theory, the observable behaviours were used as an indicator of engagement and then categorised according to Pearson's (2010) taxonomy. The analysis showed that learner engagement was exhibited at different levels by the different categories of participants, with higher levels of engagement exhibited by participants with a higher level of science capital. Although there was general correlation between the level of science capital and the proportion of higher engagement learning behaviours, one group of participants deviated from this trend. The findings indicate that the level of science capital is a key determinant of engagement and associated learning behaviours, but did not completely account for participants’ engagement in the science outreach activity.

ORCID iDs

Essex, Jane ORCID logoORCID: https://orcid.org/0000-0002-9938-8134 and Haxton, Katherine;
  • Item type:Article
    ID code:63293
    Dates:
    Date
    Event
    1 April 2018
    Published
    23 January 2018
    Published Online
    28 December 2017
    Accepted
    Notes:This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Science Education, Part B - Communication and Public Engagement on 23/01/2018, available online: https://doi.org/10.1080/21548455.2017.1423128
    Subjects:Education
    Department:Faculty of Humanities and Social Sciences (HaSS) > Strathclyde Institute of Education > Education
    Depositing user: Pure Administrator
    Date deposited:14 Feb 2018 14:37
    Last modified:19 Nov 2024 02:21
    URI:https://strathprints.strath.ac.uk/id/eprint/63293
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