A wide variety of branches of Science Literacy or semi-independent ‘issue literacies’ have emerged over the last two decades. 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 and related activities.
At the end of 2017, NIDA was 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, inter-alia, examine good practice in impact evaluation methodology. If any gaps were to be identified during the process of the Desk Research and it is possible to attribute cause and effect, adaptations or new methodologies for impact evaluation may be developed in collaboration with interested partners.
The study has included 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.
Access the following deliverables available to date (2020)
Key tasks and further details about the project are also available.
Please contact Valentina De Col if you have questions, suggestions or are interested in becoming involved.