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.