Jennifer DeWitt|Louise Archer
Participation in informal science learning experiences: the rich get richer?
University College London|University College London
informal science learning isl experiences found provide valuable opportunities engage learn science form key part stem learning ecosystem however concerns remain around issues equity access enterprising science study builds upon previous research area uses construct science capital understand support science engagement among young people particularly historically marginalised science drawing survey data nearly 6000 children ages 1116 england investigate participates particular areas informal stem learning outside science classroom survey findings illustrated interview data project analyses suggest overall participation different types informal science learning experiences informal learning experiences everyday learning experiences schoolled enrichment varies generally students privileged social backgrounds participate ethnic gender patterns different isl activity types differential patterns participation highlight areas ecosystem eg everyday learning experiences accessible others eg designed spaces schoolled enrichment could address inequities participation