Educator Self-Efficacy in Informal Science Centers

• In Event: 16.061 - Roundtable Session 4
  In Roundtable Session: 16.061-19 - Promoting Undergraduate and Adult Learning in Informal Settings

Abstract

Out of school learning in informal science centers plays a central role in promoting public understanding of science. However, little is known about the preparation and professional development of informal educators. This exploratory study surveyed 299 informal science educators about their perceived self-efficacy. By identifying where educators feel the need for more professional development, these areas can be targeted. Results showed that participants’ greatest need for professional development was in the areas of facilitation and science knowledge. Over 40% of respondents indicated they needed help educating visitors about science policy and decision-making, successfully engaging visitors who seek to disrupt visitor/staff interaction, and being more skillful at recognizing the way people of different ethnicities/races or cultural backgrounds interact and communicate.

Authors

• Megan Ennes, North Carolina State University

• M. Gail Jones, North Carolina State University

• Katherine Chesnutt, North Carolina State University

• Hardin Engelhardt, Marbles Children's Museum