Time for Nano Events and activities across the UK May 24 2011 Dr Penny Fidler.
SCC 2012 Making a difference? Measuring the impact of informal learning (Penny Fidler)
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Transcript of SCC 2012 Making a difference? Measuring the impact of informal learning (Penny Fidler)
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Measuring the impact of Informal Science Learning
Dr Penny Fidler
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The Big Question
What are we trying to achieve?
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Inspiration, Engagement, Family Learning,
Involvement, dialogue, passion, enjoyment,
encouraging school students to study science,
world-leading scientific workforce, creativity,
entrepreneurship
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Why is it so tricky?
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Each programme and activity is trying to achieve slightly different aims
And, the effect is different on each person
Children in a Turkish Science centre (attitudinal)
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Students doing high-end molecular biology for the first time
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Scientists discovering that the public is hugely interested in their work and asks really interesting questions
Students meeting a ‘real scientist’ and seeing they are normal!
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What are you trying to achieve?
•Promoting an interest in science and encouraging
young people to embark on a career in science
(utilitarian)
•As a creative and cultural pursuit, in the same
way that theatres and galleries are thought to be
a valid and important thing (cultural).
Science as a natural human pursuit
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20 million
participants
every year
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For many, their actions and impacts fall into a
variety of realms
•Social
•Economic
•Cultural
•Intellectual and educational
•Emotional
•Environmental
•Their impacts can be felt locally, regionally and
nationally
•Impacts can be both long-term and short-term.
KPIs, Strategic Goals,
Funded Programme Goals
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We talk about engaging and inspiring, but what is most important to us? Is it building STEM skills or increasing Confidence, Enjoyment and Passion to learn and discover more?
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The project vision
To make high quality engaging molecular biology
experiences accessible to students across the UK
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What did the students think?
Evaluation forms from 1500 students in 15 UK centres (results here from half those participants, aged 14-16) • 90% felt it increased their interest in science • 95% felt it increased their confidence in them being able to
understand this area of science • 74% felt it made them think that working in science might be
interesting
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Confidence
Confidence to experiment, to fail, to seek new ideas,
and to take risks
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Thank you
Dr Penny Fidler
www.sciencecentres.org.uk
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Guangdong Science Center, Guangzhou, China
Our success economically demands that we invest heavily in
the sciences. A key part of this is to invest in informal science
learning to ensure a vibrant economy in the future
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