Equity in informal science education: developing an access and equity framework for science museums and science centres
Equity in informal science education: developing an access and equity framework for science museums and science centres
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DOI：
10.1080/03057267.2014.957558
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发表时间：
2014-01-01
影响因子：
4.9
通讯作者：
Dawson, Emily
中科院分区：
文献类型：
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作者：
Dawson, Emily
非正式科学教育（伊势）是一项受欢迎的追求，世界各地有数百万人参观科学博物馆，科学中心，动物园，植物园，水族馆，科学节等。然而，关于伊势实践的可访问性和包容性的问题仍然存在。本文回顾了研究参与伊势通过社会包容和公平的透镜，并建议，作为一个实践领域，伊势是排他性的，相对较少的经验或理论研究的公平相比，“正规”科学教育。这篇文章有助于科学教育奖学金探索伊势的公平性，汇集了伊势公平问题的国际研究，研究伊势的准入和公平框架可能需要什么。它借鉴了社会正义、社会再生产和教育学研究的理论观点，调整了一个由三部分组成的准入框架，依次侧重于基础设施准入、扫盲和社区接受，以制定一个伊势设施服务准入和公平框架。
Informal science education (ISE) is a popular pursuit, with millions of people visiting science museums, science centres, zoos, botanic gardens, aquaria, science festivals and more around the world. Questions remain, however, about how accessible and inclusive ISE practices are. This article reviews research on participation in ISE through the lens of social inclusion and equity and suggests that, as a field of practice, ISE is exclusive, with relatively little empirical or theoretical research on equity compared to 'formal' science education. This article contributes to science education scholarship by exploring equity in ISE, bringing together international research on ISE equity issues to examine what an access and equity framework for ISE might entail. It draws on theoretical perspectives from research on social justice, social reproduction and pedagogy to adapt a three-part access framework, focusing in turn on infrastructure access, literacy and community acceptance, to develop an access and equity framework for ISE.