Approaching STEAM via inquiry-based responses to big questions: how “epistemic insight” changes informal science learning

Before progressing with the detail of the chapter it is necessary to set out the chapter’s scope. Firstly, whilst we discuss a research-engaged approach to Higher Education (HE) widening participation (WP) activities this chapter doesn’t report in detail on the research methodology or findings (although we do make use of some of the evidence we have collected) . Secondly, this chapter sits somewhere between a theoretical discussion and a practical “how to” guide. The Inspiring Minds project discussed received sustained funding through the Office for Students (OfS) which enabled us to tackle multiple barriers through a single opportunity, and we are aware that not everyone will be able to address all of these within their own informal practice, however we hope that through the discussion of what works, teachers, practitioners, parents can make use of our findings to support STEAM activities with the children and young people in their care . Finally, whilst this chapter begins by looking at some of the existing literature on children and young people’s engagement with STEAM (particularly in relation to HE) this is by no means exhaustive; however, it does provide context for the space into which Inspiring Minds was developed and highlights that the challenges we address regarding informal science learning (ISL) are global and not simply relevant to our local context.