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ERIC Number: ED536421
Record Type: Non-Journal
Publication Date: 2010-Aug
Pages: 32
Abstractor: ERIC
Reference Count: 10
Informal Science Education Policy: Issues and Opportunities. A CAISE Inquiry Group Report
Eisenkraft, Arthur; Flatow, Ira; Friedman, Alan J.; Kirsch, Jeffrey W.; Macdonald, Maritza; Marshall, Eric; McCallie, Ellen; Nesbit, Trevor; Prosino, Rebecca Nesbitt; Petit, Charles; Schubel, Jerry R.; Traill, Saskia; Wharton, Dan; Williams, Steven H.; Witte, Joe
Center for Advancement of Informal Science Education
The goal of the CAISE "Policy Study Inquiry Group" (PSIG) was to inventory and comment on policies (current or potential, organizational or governmental, explicit or implicit) which affect the capacity of informal science education to have an impact. This group represented a cross-section of organizations and entities that touch upon or play a direct role in informal science education (ISE), including media, journalism, museums, science centers, aquariums, zoos, after-school programs, and academia. Early in the study process, the group identified ten categories for further study. In each of the its identified categories it asked the following questions: (1) What are the overarching issues surrounding this topic?; (2) What are the current policies and their impacts related to this topic?; (3) What are the diversity implications?; and (4) What policy changes in this area could facilitate greater ISE impact? Understanding the impact of policies on diversity and accessibility of ISE is of great importance. Rather than separately discussing policy issues directly related to diversity, the group chose to ask itself how each of the policies in its other categories affect diversity in ISE and accessibility of informal science resources and experiences.
Center for Advancement of Informal Science Education. 1025 Vermont Avenue NW Suite 500, Washington, DC 20005. Tel: 202-783-7200; Fax: 202-783-7207; Web site:
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Center for the Advancement of Informal Science Education (CAISE)