Learning Science in Informal Environments People, Places, and Pursuits (2009) / Chapter Skim
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1 Introduction
1 Introduction
Pages 11-26
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From page 11... ...
Ideally these experiences enable learners to connect with their own interests, provide an interactive space for learning, and allow in-depth exploration of current or relevant topics "on demand." Box 1-1 provides several examples of informal science learning environments. While drawing on and feeding human curiosity is a valuable end in its own right, informal environments for science learning may also make important practical contributions to society.
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. Contrary to the pervasive idea that schools are responsible for addressing the scientific knowledge needs of society, the reality is that schools cannot act alone, and society must better understand and draw on the full range of science learning experiences to improve science education broadly.
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Learning science in informal environments has the potential to bolster science education broadly on a national scale. This is evident in reports from national initiatives to improve education in science, technology, engineering, and mathematics (STEM)
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The remainder of this chapter provides a brief historical overview of the literatures, a discussion of current issues driving research and practice, and a description of the characteristics of informal environments for science learning; it also describes the scope of the study and provides an orientation to the remainder of the volume. Emergence and Growth of Science Learning in Informal Environments The early roots of America's education system developed in the late 18th century when informal learning institutions, such as libraries, churches, and museums, were seen as the main institutions concerned with public educa tion.
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From page 15... ...
Although many people are quick to point out a large and persistent resource gap between schools and nonschool settings, in recent years public and private funders have made significant investments to support informal environments for science learning. A 1993 report of the Federal Coordinating Council for Science, Engineering and Technology showed that the federal government spent about $67 million on "public understanding of science" activities and that the federal portion was probably only 10 percent of the total outlay for such activities (Lewenstein, 1994)
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F 1989 – grant awarded to the Association for Science-Technology Centers A by the Institute for Museum and Library Services results in a series of articles called "What Research Says About Learning Science in Mu seums" in the association newsletter and two subsequent volumes with the same title. 1990 – irst chair in the public understanding of science is established, at F Imperial College, London.
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1997 – Science Education special issue on informal science learning is A published. 1998 – SF-funded conference results in publication of Free-Choice Science N Education: How We Learn Science Outside of School (Falk, 2001)
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In other words, research on schools rarely builds on findings from research in informal settings and vice versa. Second, the goals of informal environments for science learning are multiple.
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From page 19... ...
Fourth, as funding for informal environments for science learning grows, so do questions about the responsible stewardship of investments and resources and its appropriate role in the educational infrastructure. Greater investment in an era of widespread accountability has brought greater scrutiny of whether and how science learning experiences in informal settings reach their goals.
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, the National Research Council established the Committee on Learning Science in Informal Environments to undertake this study. Selected to reflect a diversity of per spectives and a broad range of expertise, the 14 committee members include experts in research and evaluation, exhibit design, life-span development, everyday learning, science education, cognition and learning, and public understanding of science.
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In our search for relevant information, we held four public fact-finding meetings, reviewed published and unpublished research reports and evaluations, and asked nine experts to prepare and present papers. At the fifth meeting, the committee intensely analyzed the findings and discussed our conclusions.
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2. hat assumptions, epistemologies, or modes of learning science are W shared between the formal and informal science education environ ments?
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During this meeting, the committee identified seven topics for which they required a focused literature review from a range of experts with research interests in learning science in informal environments. These topics became the focus of commissioned papers.
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Part II provides a detailed description of venues for learning science in informal environments. The individual chapters focus on everyday learning environments (Chapter 4)
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. Framework for evaluating impacts of informal science education projects.
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From page 26... ...
. Media-based learning science in informal environments.
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