New Perspectives in Science Education

The main goal of this project is to merge best practice in STEM outreach/informal/non-formal education and argumentation research to create an effective programme for teachers and outreach practitioners. This is due the fact that many outreach activities to date have limitations that prevent successful development and implementation from both parties. (Kim & Fortner, 2007; Laursen et al., 2007; Tanner et al., 2003). The majority of STEM education research is carried out within the formal learning environment. The OECD (2007) describe formal learning as an intentional, organised event, with learning objectives. This project is a shift away from curriculum-based education, however, that is not to say that the educational experience cannot be linked to the curriculum. The rationale for using argumentation is largely due to the fact it is recognised as one of the four key areas required to improve scientific literacy. The use of argumentation practices in education can help improve critical thinking, higher order processes and public reasoning on top of numerous other skills (Erduran & Jimenez-Aleixander 2007). Thus, developing the use of argumentation in STEM outreach programmes should help foster more expansive and joint pedagogical approaches by teachers and outreach practioners alike. This paper will focus on the devlopment and trial of an outreach lesson that will incorporate argumentation techniques (Driver, Newton, & Osborne, 2000; Simon (2012)).. This study took place in Irish classrooms and utilised information from both in-service Science teachers and STEM outreach providers.

Keywords: STEM Outreach, Argumentation, Science Outreach, discourse;