Picture child's feet next to pens, pencils and paper

Open Access research that is helping to improve educational outcomes for children

Strathprints makes available scholarly Open Access content by researchers in the School of Education, including those researching educational and social practices in curricular subjects. Research in this area seeks to understand the complex influences that increase curricula capacity and engagement by studying how curriculum practices relate to cultural, intellectual and social practices in and out of schools and nurseries.

Research at the School of Education also spans a number of other areas, including inclusive pedagogy, philosophy of education, health and wellbeing within health-related aspects of education (e.g. physical education and sport pedagogy, autism and technology, counselling education, and pedagogies for mental and emotional health), languages education, and other areas.

Explore Open Access education research. Or explore all of Strathclyde's Open Access research...

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. ISSN 2154-8463

[img] Text (Essex-Haxton-IJSE-2018-Characterising-patterns-of engagement-of-different-participants-in-a-public-STEM-based-analysis- project)
Essex_Haxton_IJSE_2018_Characterising_patterns_of_engagement_of_different_participants_in_a_public_STEM_based_analysis_project.pdf
Accepted Author Manuscript
Restricted to Repository staff only until 23 July 2019.

Download (927kB) | Request a copy from the Strathclyde author

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.