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openaire: EC/H2020/788317/EU//SySTEM 2020 Informal science learning has great potential to engage diverse learners, but faces issues of persistent inequities. While systemic change is needed to address these issues at a structural level, there is also a need for practical tools to support the organisations and the educators who are working to engage audiences in informal science that is authentic, culturally responsive, interest driven and learner centered. This article presents a collection of design principles, generated through a design approach which actively involved informal science learners, practitioners and researchers from nineteen countries as contributors. We present the design approach adopted, and suggest that participatory design methods could play a role in supporting equity efforts in informal science learning since several of the educators involved in the process decided to adopt participatory methods in their own practice. We also present an overview of the design principles generated through this process, and discuss the application of an early draft of these in an authentic informal science education programme. By adopting and adapting these principles and approaches in their practices, educators can work towards creating equitable and transformative informal science learning environments and experiences.

Supplemental material, sj-docx-3-tam-10.1177_1758835920975352 for Abiraterone in patients with recurrent epithelial ovarian cancer: principal results of the phase II Cancer of the Ovary Abiraterone (CORAL) trial (CRUK – A16037) by Susana Banerjee, Holly Tovey, Rebecca Bowen, Elizabeth Folkerd, Lucy Kilburn, Jennifer McLachlan, Marcia Hall, Nina Tunariu, Ayoma Attygalle, Joao Paulo Da Silveira Nogueira Lima, Sophie Perry, Peter Chatfield, Margaret Hills, Stan Kaye, Gert Attard, Mitch Dowsett and Judith M. Bliss in Therapeutic Advances in Medical Oncology

Supplemental material, sj-pdf-4-tam-10.1177_1758835920975352 for Abiraterone in patients with recurrent epithelial ovarian cancer: principal results of the phase II Cancer of the Ovary Abiraterone (CORAL) trial (CRUK – A16037) by Susana Banerjee, Holly Tovey, Rebecca Bowen, Elizabeth Folkerd, Lucy Kilburn, Jennifer McLachlan, Marcia Hall, Nina Tunariu, Ayoma Attygalle, Joao Paulo Da Silveira Nogueira Lima, Sophie Perry, Peter Chatfield, Margaret Hills, Stan Kaye, Gert Attard, Mitch Dowsett and Judith M. Bliss in Therapeutic Advances in Medical Oncology

The SySTEM 2020 project has researched science learning outside the classroom in 19 countries across Europe and Isreal. The project explores the ways in which science learning, attitudes and aptitudes, are influenced by learners’ physical, emotional, social and cultural contexts. Across research and practice, SySTEM 2020 explores equity in relation to science learning, which is considered crucial in exploring who is able to engage with science, how and why. This report summarises the findings of the project and aims to assess their impact on learners, non-formal science learning organisations, and the wider science learning community.

The SySTEM 2020 project has researched science learning outside the classroom in 19 countries across Europe and Isreal.The project explores the ways in which science learning, attitudes and aptitudes, are influenced by learners’ physical, emotional, social and cultural contexts. Across research and practice, SySTEM 2020 explores equity in relation to science learning, which is considered crucial in exploring who is able to engage with science, how and why. This report summarises the findings of the project and aims to assess their impact on learners, non-formal science learning organisations, and the wider science learning community.

This document contains a set of design principles and a toolkit with methods for designing science learning activities that take place outside the classroom, in spaces such as science centres, makerspaces, museums, galleries, and gardens. The Design Principles and Methods Toolkit are aimed at science educators, coordinators and facilitators working in a diversity of contexts associated with science learning. This toolkit hopes to aid the design and facilitation of meaningful science learning activities and programs, with an emphasis on nurturing inclusive science learning. To the best of our knowledge, to date there is not a similar resource available specifically focused on science learning outside the classroom. Thus, we hope that the Design Principles and Methods Toolkit will contribute to the professional development of those involved in nonformal science education by triggering reflection about pedagogical design and practice.

This document contains a set of design principles and a toolkit with methods for designing science learning activities that take place outside the classroom, in spaces such as science centres, makerspaces, museums, galleries, and gardens. The Design Principles and Methods Toolkit are aimed at science educators, coordinators and facilitators working in a diversity of contexts associated with science learning. This toolkit hopes to aid the design and facilitation of meaningful science learning activities and programs, with an emphasis on nurturing inclusive science learning. To the best of our knowledge, to date there is not a similar resource available specifically focused on science learning outside the classroom. Thus, we hope that the Design Principles and Methods Toolkit will contribute to the professional development of those involved in nonformal science education by triggering reflection about pedagogical design and practice.