Family-focused campus-based university event increases perceived knowledge, science capital and aspirations across a wide demographic

RAWLINSON, Katherine E., DUCKETT, Catherine, SHAW, Hollie, WOODROOFE, M. Nicola and LACEY, Melissa (2021). Family-focused campus-based university event increases perceived knowledge, science capital and aspirations across a wide demographic. International Journal of Science Education, Part B: Communication and Public Engagement.

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Official URL: https://www.tandfonline.com/doi/full/10.1080/21548...
Open Access URL: https://www.tandfonline.com/doi/pdf/10.1080/215484... (Published version)
Link to published version:: https://doi.org/10.1080/21548455.2021.1971319
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    Abstract

    Creative ways of delivering informal science events in community settings are viewed as key to engaging new audiences and participants whom scientists find hard to reach, however, the impact of ‘formal’ setting events is often overlooked. Here, through a mixed-methods approach, we analyse a large-scale family-focused public engagement event hosted within a university campus setting. We aimed to explore the profile of visitors attending together with the impact and perceived knowledge gained. Analysis from two consecutive years of data collection found that the university-based event attracted new visitors annually, with almost half having not attended other science events/attractions within the last year. An increase in perceived knowledge was shown amongst all study participants, being significantly amplified in those from low progression to higher education postcode areas. Both immediate and longer-term positive impact was reported by participants with increases in components of science capital observed as well as enhanced positive perception of the university and its students. This data exemplifies the benefit of university-hosted events in widening participation and public understanding of science.

    Item Type: Article
    Uncontrolled Keywords: 1301 Education Systems; 1303 Specialist Studies in Education; 1399 Other Education
    Identification Number: https://doi.org/10.1080/21548455.2021.1971319
    SWORD Depositor: Symplectic Elements
    Depositing User: Symplectic Elements
    Date Deposited: 06 Sep 2021 11:33
    Last Modified: 06 Sep 2021 11:45
    URI: http://shura.shu.ac.uk/id/eprint/29003

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