Non-formal science education. Moving towards more inclusive pedagogies for diverse classrooms

Abstract: The Diversity in Science towards Social Inclusion-Non-formal Education in Science for Students' Diversity (DiSSI) project aimed to provide a holistic perspective on diversity, focusing specifically on cultural and ethnic identities, language, socioeconomic background, gender, as well as differing levels of achievement. In particular, the work presented in this paper aims to tackle consciously the issues surrounding teaching and learning in socio-economically deprived areas through non-formal education. This paper presents the results of a pilot study that examined how students participating in non-formal education engage with multi-modal pedagogical approaches designed to address multiple dimensions of diversity via an intersectionality lens. Working with diverse groups requires varied methods; as such, a mixed-method approach was employed in the study to ensure the research team authentically captured and engaged with the lived experiences of the participants. The study aimed ...

Object Details

• Alternative title: Neformalno naravoslovno izobraževanje: približevanjeinkluzivnejšim pedagogikam za raznolike razrede
• Location: Deutsche Nationalbibliothek Frankfurt am Main
• Extent: Online-Ressource
• Language: Englisch
• Notes: In: CEPS Journal 14 (2024) 1, S. 105-142 ; ISSN: 2232-2647 ; ISSN: 1855-9719 ; (DE-600)2714526-8

Classification and Topics

• Classification: Erziehung, Schul- und Bildungswesen

Contributors, Places and Time

• Event: Veröffentlichung
• (where): Frankfurt
• (who): DIPF Leibniz Institut für Bildungsforschung und Bildungsinformation
• (when): 2024
• Creator: Guralp, Genco ; McHugh, Martin ; Hayes, Sarah

Further information

• DOI: 10.25656/01:30631
• URN: urn:nbn:de:0111-pedocs-306312
• Rights: Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
• Last update: 25.03.2025, 1:53 PM CET