EVALUATION OF THE SOCIAL IMPACT OF A NON-FORMAL SCIENCE EDUCATION PROJECT

ABSTRACT

This paper presents the evaluation of the social impact of a non-formal science teaching activity to promote scientific vocations in primary school children and improve competences for the use of the inquiry methodology (IBSE) of pre-service teachers. The logical model of the project was used and various instruments (questionnaires, interviews and non-participatory observation) were applied to the target groups of the intervention in three editions. The evidence found (improvement in the attitudes and skills of pre-service teachers to apply IBSE; interest and motivation of children; and increased interest of educational centers to participate and carry out innovative activities in science) indicate that the expected results have been mostly achieved and the social impact was significative.

Keywords
Social impact; Non-formal education; Science teaching; Primary education; Teacher education