A wide variety of branches of Science Literacy or semi-independent ‘issue literacies’ have emerged over the last two decades (Science Literacy in Developing Countries - Landscape Survey). Equally, there is experimentation and innovation with numerous different approaches and delivery mechanisms. Comparable evidence of the impact of these different approaches through data and rigorous impact evaluation should assist policy making and decisions on investment in Science Literacy.
NIDA has been invited to facilitate a new research study with the aim of providing a synthesis of what is already known about the impact of a wide range of delivery approaches and methods and, additionally, propose and carry out subsequent focused field tests in a series of identified environments, designed to address remaining uncertainties and to fill in gaps in knowledge about ‘what works’. Inter-alia, this systematic review will also examine good practice in impact evaluation methodology with the aim to provide guidance on potentially adaptable and replicable methodologies.
The study will include examination across formal education, through schools and higher education institutions; non-formal/informal education through the programmes of e.g. science centres, associations, academies, museums, libraries, health clinics and community centres; engagement with Citizen Science initiatives; online mechanisms through e-learning and encounters with digital media; and, static facilities print-based distribution.
Please contact Valentina De Col if you have questions, suggestions or are interested in becoming involved.
Co-funded by Evergreen Education Foundation & NIDA