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Abstract Practitioners and researchers in geoscience education embrace collaboration applying ICON (Integrated, Coordinated, Open science, and Networked) principles and approaches which have been used to create and share large collections of educational resources, to move forward collective priorities, and to foster peer‐learning among educators. These strategies can also support the advancement of coproduction between geoscientists and diverse communities. For this reason, many authors from the geoscience education community have co‐created three commentaries on the use and future of ICON in geoscience education. We envision that sharing our expertise with ICON practice will be useful to other geoscience communities seeking to strengthen collaboration. Geoscience education brings substantial expertise in social science research and its application to building individual and collective capacity to address earth sustainability and equity issues at local to global scales The geoscience education community has expanded its own ICON capacity through access to and use of shared resources and research findings, enhancing data sharing and publication, and leadership development. We prioritize continued use of ICON principles to develop effective and inclusive communities that increase equity in geoscience education and beyond, support leadership and full participation of systemically non‐dominant groups and enable global discussions and collaborations.
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Keeping Voices in the Room: Values Clarification in Codesign for Equitable Science and Technology Education
Abstract When engaging issues at the intersection of science and society, science centers, museums and other informal STEM learning organizations struggle to center perspectives of communities most often impacted by the unequal distribution of technologies' benefits and harms. Increasingly, participatory design is being utilized to do this, but the field must continue to refine methods for accessing the expertise of community partners and keeping it present across multiple design stages and products. We share a case study in which a multi‐institution project team, developing resources for educational programming around radio frequency technologies, worked with community design to establish avalues foundationthat could guide initial planning and ongoing development. We share design methods adapted fromvalues sensitive designand equity‐centered research‐practice partnership, as well as insights relevant to enacting design practice that can build relational equity, leverage data across institutional boundaries, and span locations, platforms and levels of expertise.
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- Award ID(s):
- 2053160
- PAR ID:
- 10395497
- Publisher / Repository:
- Wiley-Blackwell
- Date Published:
- Journal Name:
- Curator: The Museum Journal
- Volume:
- 66
- Issue:
- 1
- ISSN:
- 0011-3069
- Page Range / eLocation ID:
- p. 9-28
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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