Non-formal chemistry learning : a scoping review

Non-Formal learning environments are crucial in science education, yet chemistry remains an underrepresented discipline. This scoping review examines non-formal chemistry learning literature from the past decade. A systematic search and triage process yielded 34 relevant studies. Quantitative analysis revealed that non-formal chemistry activities predominantly take the form of workshops, and tabletop experiments, valued for their hands-on engagement. Science shows, while less interactive, also feature prominently due to their broad appeal. Conversely, exhibits, fairs, TV and YouTube are less documented, likely reflecting resource constraints and implementation challenges. Evaluation practices varied, often emphasizing content knowledge rather than broader goals such as fostering interest or positive attitudes toward chemistry. Two key themes were constructed from our analysis of the literature. Firstly, underrepresented groups – such as individuals from low socio-economic backgrounds or with disabilities – face significant barriers to participation. Secondly, there is a cyclic relationship between affective-motivational factors, such as enjoyment, interest, attitude and motivation, and engagement with non-formal chemistry learning. This highlights the need for non-formal learning activities to effectively reach individuals with low initial interest, particularly from underrepresented demographics. This scoping review calls for more robust, inclusive, and comprehensive research to address existing gaps and maximize the impact of non-formal chemistry learning.