eprintid: 1469307
rev_number: 38
eprint_status: archive
userid: 608
dir: disk0/01/46/93/07
datestamp: 2015-07-29 15:44:44
lastmod: 2021-10-09 23:10:07
status_changed: 2016-07-06 11:24:45
type: article
metadata_visibility: show
item_issues_count: 0
creators_name: Falk, JH
creators_name: Dierking, LD
creators_name: Osborne, J
creators_name: Wenger, M
creators_name: Dawson, E
creators_name: Wong, B
title: Analyzing Science Education in the United Kingdom: Taking a System-Wide Approach
ispublished: pub
divisions: UCL
divisions: B04
divisions: C06
divisions: F58
note: This is the peer reviewed version of the following article: Falk, JH; Dierking, LD; Osborne, J; Wenger, M; Dawson, E; Wong, B; (2015) Analyzing Science Education in the United Kingdom: Taking a System-Wide Approach. Science Education, 99 (1) pp. 145-173, which has been published in final form at: http://dx.doi.org/10.1002/sce.21140. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving (http://olabout.wiley.com/WileyCDA/Section/id-828039.html#terms).
abstract: Increasing evidence suggests that individuals develop their understanding of science concepts in and out of school, using varied community resources and networks. Thus in contrast to historic research approaches that focus exclusively on single organizations and/or educational events, the current paper presents exploratory research in which we utilized specific community ecology analytical tools and approaches to describe and analyze the U.K. science education community as a whole. Data suggest that overall the U.K. science education community is highly interconnected, and collaborative within individual sectors and moderately interconnected and collaborative between sectors; schools and to a lesser degree universities were outliers to this pattern. An important conclusion was that management to maximize the effectiveness of science education the U.K. science education community would involve support for continued diversification of the number of science education entities in the system and encouragement of reciprocally collaborative, synergistic relationships. We posit that systemic research enables a broader, more comprehensive view of a system's strengths and weaknesses, offering useful insights into the structure and functioning of science education activities; insights that could help researchers, practitioners, and policy makers improve the overall quality of science education delivery for all.
date: 2015-01
official_url: http://dx.doi.org/10.1002/sce.21140
vfaculties: VMPS
oa_status: green
full_text_type: other
language: eng
primo: open
primo_central: open_green
verified: verified_manual
elements_source: crossref
elements_id: 1030221
doi: 10.1002/sce.21140
lyricists_name: Dawson, Emily
lyricists_id: EADAW98
full_text_status: public
publication: Science Education
volume: 99
number: 1
pagerange: 145-173
issn: 0036-8326
citation:        Falk, JH;    Dierking, LD;    Osborne, J;    Wenger, M;    Dawson, E;    Wong, B;      (2015)    Analyzing Science Education in the United Kingdom: Taking a System-Wide Approach.                   Science Education , 99  (1)   pp. 145-173.    10.1002/sce.21140 <https://doi.org/10.1002/sce.21140>.       Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/1469307/1/Dawson_Falk%20et%20al%202015_UK%20science%20education%20community_Science%20Education.pdf