Embedded Research Practices: Practice as Process, Participatory Method, and Product in Informal Learning Research

Autor/in	McManimon, Shannon K.
Titel	Embedded Research Practices: Practice as Process, Participatory Method, and Product in Informal Learning Research
Quelle	In: Journal of Museum Education, 46 (2021) 2, S.245-254 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McManimon, Shannon K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-8650
DOI	10.1080/10598650.2021.1891757
Schlagwörter	Museums; Science Teaching Centers; Youth Programs; After School Programs; Disadvantaged Youth; Adolescents; STEM Education; Social Justice; Informal Education; Participatory Research; Educational Research; Professional Development; Minnesota (Saint Paul) + Suchen Sie Ihr Suchwort? Museum; Museumswesen; Museen; Jugendsofortprogramm; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Benachteiligter Jugendlicher; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; STEM; Soziale Gerechtigkeit; Informelle Bildung; Nichtformale Bildung; Forschungstätigkeit; Bildungsforschung; Pädagogische Forschung
Abstract	Our museum-based participatory research (PR) project was a collaboration between researchers and educators in an out-of-school time STEM education program for young people that positions STEM as a tool for community social justice. This project drew on literatures on reflective practice in museums and on research-practice partnerships. Yet following existing approaches did not work for us. Aligning research and pedagogical practices, we co-created practical, reflective, and practice-based data-generation methods, calling them "embedded research practices:" context-specific, emergent methods rooted in practice that served practice and research needs and centered shared axiological commitments. Four examples are outlined. Embedded research practices echo assessment in informal learning, emphasize the interaction of research and practice, call attention to the emergent and co-created nature of PR, and serve needs for professional learning for museum educators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01