Opportunities and Challenges in Community-based Inclusive Science Education

Background
Promoting an inclusive approach to co-created inclusive science activities with children 0-16 year and their families in vulnerable communities.In six European Countries, inclusive science activities were piloted in 2022 as part of the C4S project
Research Questions.
How is inclusive science education described to be
effective in vulnerable communities in Europe?
How is inclusive science education implemented and
useful to provide support for a child-centered inclusive
learning environment?
Method
Integrated literature review: to identify relevant publications in both academic and non-academic publications
Community questionnaire: sent out to all six C4S partners, illustrate realities in communities to give emphasis on communities` strengths and barriers
Results
214 bibliographical references were reviewed and abstracted down to 42 references
Together with qualitative results of six community questionnaires, the interconnectedness of inclusive science education on a micro-, meso-, and macrolevel
integrated with the environment and based on community–oriented and sustainable principles was identified.
Discussion
Publications show the positive effect of inclusive science activities for children in vulnerable situations (empowerment)
Safe spaces are required to promote a supportive learning environment for everyone
Equality on a macrolevel is not automatically an issue on all other levels
Nature is a resource to engage in science activities with communities
Need for more research about Co-Created Inclusive Science Activities with children in vulnerable situations, e.g. Roma, Immigrants, Children with disabilities
Key messages
Inclusive and community-oriented science education are relevant to empower children in vulnerable situations.
New perspectives and deeper knowledge about context-specific factors that facilitate inclusive science education may contribute to sustainable health.