Equitable Access to Informal Science Education Institutions

Autor/inn/en	Shein, Paichi Pat; Swinkels, David; Chen, Chi-Chen
Titel	Equitable Access to Informal Science Education Institutions
Quelle	In: Asia-Pacific Education Researcher, 28 (2019) 2, S.159-170 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shein, Paichi Pat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-018-0422-1
Schlagwörter	Science Education; Equal Education; Foreign Countries; Science Teachers; Gender Differences; Socioeconomic Status; Race; Ethnicity; Informal Education; Adults; Travel; Scientific Literacy; Proximity; Science Interests; Access to Education; Cultural Background; Taiwan + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Rasse; Abstammung; Ethnizität; Informelle Bildung; Nichtformale Bildung; Travelling; Reisen; Reise; Lebensnähe; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	"Science for all" is a global educational pursuit; however, the realities in formal science education show that it is a goal still challenged by inequitable outcomes that are marked by gender, race/ethnicity, language, culture, and socioeconomic status. Whether these inequities persist in the informal settings still remained a question that is open for more investigation. This empirical study aims to examine the factors that relate to access to informal science education institutions. A representative sample of 1611 Taiwanese adults was asked if they have visited six popular informal science education institutions in the last 12 months. Nine factors related to travel distance, social demography, and scientific literacy, were included to explain the likelihood of visiting each institution. The findings showed that the travel distance, education, presence of children, interest in scientific issues, and attitudes toward these institutions were statistically significant predictors of visitation. The paper provides empirical and practical implications to help informal science educators and policy makers to ensure equitable access to these institutions for "all." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01