This is a brief literature review examining the theory and practice of Community-Based Participatory Research (CBPR). It highlights CBPR's liberatory intent, and focuses on CBPR practice in indigenous communities and among youth.
Informal STEM learning experiences (ISLEs), such as participating in science, computing, and engineering clubs and camps, have been associated with the development of youth’s science, technology, engineering, and mathematics interests and career aspirations. However, research on ISLEs predominantly focuses on institutional settings such as museums and science centers, which are often discursively inaccessible to youth who identify with minoritized demographic groups. Using latent class analysis, we identify five general profiles (i.e., classes) of childhood participation in ISLEs from data
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TEAM MEMBERS:
Remy DouHeidi CianZahra HazariPhilip SadlerGerhard Sonnert
The National Network for Ocean and Climate Change Interpretation [NNOCCI] is a Community of Practice [CoP] dedicated to advancing the conversation on climate change, based on the principle that wide-scale training with proven communication techniques can change the national discourse around climate change to be more productive, creative, and solutions-focused.
NNOCCI CoP is a network of individuals and organizations in formal and informal education, the social sciences, climate sciences, and public policy. By 2018, the community represented more than 184 institutions in 38 states, and over
This paper is the culmination of several meaning-making activities between an external researcher, PES practitioners, and social scientist researchers who considered the unique contributions that can be made through RPPs on PES (that is, research-practice partnerships on public engagement with science). Based on the experiences from three RPP projects, the group noted that the PES context may be particularly suited to RPPs, and identified the importance of working as thinking-partners who support reciprocal decision-making. Recommendations are made in support of using these approaches to
Community voice, alongside academic voice, is essential to the core community engagement principle of reciprocity—the seeking, recognizing, respecting, and incorporating the knowledge, perspectives, and resources that each partner brings to a collaboration. Increasing the extent to which academic conferences honor reciprocity with community members is important for many reasons. For example, community perspectives often enhance knowledge generation and potentially transform scholarship, practice, and outcomes for all stakeholders. However, community presence and participation at academic
Traditionally, programs designed for community audiences are designed by the STEM institution or organization seeking to “serve” a given community, using top-down design processes that are framed by the perspectives of the lead organizations, and typically reinforcing dominant cultural norms in STEM and therefore marginalizing certain audiences. Co-design offers an approach that can lead to more robust and sustainable results by developing programs that are culturally responsive, respectful, and inclusive.
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This is a practice brief produced by CAISE's Broadening
Science educators and communicators must value and appreciate science that already takes place in the community, which may look different than traditional (school-like) representations of science, which have historically excluded many communities. "Community science programs" are designed by community members to advance community priorities and recognize that communities themselves—not just the nearby universities or research labs—are rich with people, resources, and practices that make up science in everyday life.
About this resource:
This is a practice brief produced by CAISE's
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TEAM MEMBERS:
Angela Calabrese BartonEdna TanDaniel BirminghamCarmen TurnerCenter for Advancement of Informal Science Education (CAISE)
In November 2016, within an Environmental studies course at the University of Venice, students carried out an experiment aimed at collecting scenarios of the Venetian coast's future starting from lessons learnt during the episode of storm surge 50 years ago (Aqua Granda ‘flood’). The students built scenarios able to anticipate the effect of sea level rise on coastal areas in Venice, based not only on scientific input but also on a methodology called “Futurescape city Tours” (FCT) involving inhabitants of the barrier islands of Lido and Pellestrina. This paper will explore three main questions
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TEAM MEMBERS:
ALBA L'ASTORINAAlessia GhezziStefano GuerzoniEmanuela Molinaroli
This research brief highlights findings from the proof of concept pilot year of the Child Trends News Service project. It explores what we have learned regarding best practices for communicating with and engaging Latino parents through short messages on research-informed parenting practices. The findings are grounded in research that substantiates the need to amplify access to child development research, particularly among low-income Latino families; and in communication science research that demonstrates the value of the news media as an information source for child development research.
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TEAM MEMBERS:
Alicia TorresSelma CaalLuz GuerraAngela Rojas
Recently there have been many calls for enhanced communication between scientists and the public in order to increase scientific literacy and improve attitudes toward science. However, these educational outreach (E/O) efforts often encounter structural barriers and the processes that support attainment of the goals of E/O are not well documented. E/O is a form of Informal Science Education (ISE), but E/O literature is often published in both science education and science communication journals because of the various approaches and environments in which it occurs. This unique juxtaposition
Why do scientists volunteer to be involved in public engagement in science? What are the barriers that can prevent them participating in dialogue with society? What can be done to facilitate their participation? We report the outcomes of a series of focus groups conducted with the young scientists who volunteered in SISSA for schools (S4S), the Children's University program of the International School for Advanced Studies (SISSA) in Trieste, Italy.
S4S is based on the contribution of PhD students as volunteers, has a participatory character, and is attentive to social and gender inclusion
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TEAM MEMBERS:
Simona CerratoValentina DaelliHelena PertotOlga Puccioni
Informal science learning (ISL) organizations that are successful at providing meaningful science, technology, engineering, arts, and mathematics (STEAM) experiences for Latino children, youth, and their families share some common traits. They have leaders and staff who believe in the importance of developing culturally relevant models and frameworks that meet the needs and acknowledge the legacy of STEAM in Latino communities. Such organizations are willing to take risks to create experiences that are culturally meaningful, garner funding and implement programs by working closely with their
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Cheryl JuarezVerónika NúñezExploratorium