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dc.contributor.authorMcCauley, Veronica
dc.contributor.authorMartins Gomes, Diogo
dc.contributor.authorDavison, Kevin G.
dc.date.accessioned2018-04-24T09:53:37Z
dc.date.issued2017-12-03
dc.identifier.citationMcCauley, V., Martins Gomes, D., & Davison, K. G. (2018). Constructivism in the third space: challenging pedagogical perceptions of science outreach and science education. International Journal of Science Education, Part B, 8(2), 115-134. doi: 10.1080/21548455.2017.1409444en_IE
dc.identifier.issn2154-8463
dc.identifier.urihttp://hdl.handle.net/10379/7291
dc.description.abstractInformal opportunities for young people to engage with science have increased in response to declining uptake in science and a shortage of science graduates. This paper is set in the context of the recent introduction of science at primary level in Ireland and the existence of a great number of science outreach programmes, in particular from universities to support this sector. The recent movement to change science pedagogy in schools towards a focus on inquiry and constructivist methods commands discussion around pedagogical practice in both spaces (education and outreach). Building on the authors research which embraced a qualitative approach to ascertain participant perception of constructivism and understanding of conceptual and pedagogical dilemmas within science education, this paper reports a singularly quantitative insight, carried out in parallel, to facilitate a more formal and standardised comparison within and between populations and to allow generalisation to the larger population. A Constructivist Learning Environment (CLES) survey of both primary teachers (N = 148) and science outreach practitioners (N = 81) in Ireland was conducted, eliciting multiple dimension perceptions, in terms of pedagogical choice and comparative differentiators regarding sex, school size, outreach frequency in the classroom, role of outreach practitioner within their institution, outreach experience of the outreach practitioner. Results challenge beliefs presented in the literature about a deficit of science pedagogy amongst primary level teachers and therefore questions the role of science outreach in this relationship. This study provokes the necessity for a discussion of the third space, arising from the juxtaposition between science outreach and education.en_IE
dc.description.sponsorshipThis work was supported by Fundação para a Ciência e a Tecnologiaen_IE
dc.formatapplication/pdfen_IE
dc.language.isoenen_IE
dc.publisherTaylor & Francis (Routledge)en_IE
dc.relation.ispartofInternational Journal of Science Education. Part B: Communication and Public Engagementen
dc.subjectScience outreachen_IE
dc.subjectPrimary teachingen_IE
dc.subjectEducationen_IE
dc.subjectConstructivisten_IE
dc.subjectTeaching and learningen_IE
dc.subjectThird spaceen_IE
dc.titleConstructivism in the third space: challenging pedagogical perceptions of science outreach and science educationen_IE
dc.typeArticleen_IE
dc.date.updated2018-04-24T09:42:52Z
dc.identifier.doi10.1080/21548455.2017.1409444
dc.local.publishedsourcehttps://doi.org/10.1080/21548455.2017.1409444en_IE
dc.description.peer-reviewedpeer-reviewed
dc.contributor.funderFundação para a Ciência e a Tecnologiaen_IE
dc.description.embargo2019-06-03
dc.internal.rssid13456871
dc.local.contactVeronica Mccauley, Education Department, Nui, Galway. 5260 Email: veronica.mccauley@nuigalway.ie
dc.local.copyrightcheckedNo
dc.local.versionACCEPTED
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