The Value of 'Dialogue Events' as Sites of Learning: An exploration of research and evaluation frameworks
| Autor: | Brandiff R. Caron, Ellen McCallie, Sally Duensing, Benjamin Gammon, Sarah R. Davies, Jane L. Lehr |
|---|---|
| Přispěvatelé: | Department of Education and Professional Studies, King‘s College London |
| Rok vydání: | 2007 |
| Předmět: |
Value (ethics)
Public awareness of science public engagement with science and technology dialogue informal science socioscientific controversies dialogue events science and society public participation Context (language use) 050905 science studies Science education Sociology & anthropology Education Science communication Social Sciences & Humanities Sociology Science technology society and environment education Social science business.industry 4. Education 05 social sciences 050301 education Social science education Public relations Soziologie Anthropologie Public participation ddc:301 Sociology of Science Sociology of Technology Research on Science and Technology 0509 other social sciences business Wissenschaftssoziologie Wissenschaftsforschung Technikforschung Techniksoziologie 0503 education |
| Zdroj: | International Journal of Science Education International Journal of Science Education, Taylor & Francis (Routledge), 2007, 29 (12), pp.1467-1487. ⟨10.1080/09500690701494092⟩ |
| ISSN: | 1464-5289 0950-0693 |
| DOI: | 10.1080/09500690701494092 |
| Popis: | International audience; In this article, we draw from our experiences as UK and US-based ‘dialogue event' practitioners and researchers/evaluators to suggest that these existing evaluative criteria are insufficient to explore the role and value of ISI-based ‘dialogue events'. Instead, we suggest that it may be productive to research and evaluate these ISI-based ‘dialogue events' as sites of learning. Secondly, however, we show through a discussion of our own research frameworks that understanding these ‘dialogue events' as sites of learning does not intuitively provide a framework for understanding what counts as success for these efforts. Instead, research on the role of ‘dialogue' within the educational literature – and the connections between ‘dialogue' and competing understandings of the nature of science and society – offers a multiplicity of approaches to defining the terms and goals of these events. Finally, we identify two broader implications of researching and evaluating these ‘dialogue events' as sites of learning for ISIs and all efforts to increase public engagement with science and technology. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|