Learning Science in Informal Environments People, Places, and Pursuits (2009) / Chapter Skim
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2 Theoretical Perspectives
2 Theoretical Perspectives
Pages 27-53
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From page 27... ...
. As the population ages, demographic shifts heighten the need to understand the ongoing role that science learning has in the lives of adults, including the elderly.
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From page 28... ...
Taken together, these concepts of lifelong, life-wide, and life-deep learning help bring into view the breadth of human learning and empha size the broad reach of informal settings. Figure 2-1 is a conceptual diagram that depicts the prevalence of lifelong and life-wide learning in formal and informal learning environments.
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From page 29... ...
We then describe an ecological model of learning that provides multiple lenses for synthesizing how people learn science across informal environments. Building from the ecological perspective, we define the venues and configurations for learning and science learning strands that frame the remainder of this volume.
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From page 30... ...
Sociocultural theory builds on cognitive perspectives, but emphasizes the cultural origins of human development and explores how individuals develop through their involvement in cultural practices (e.g., Cole, 1996; Heath, 1983; Rogoff, 2003)
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form of practice -- creating representations and models -- into which students need to be initiated. All three theoretical perspectives have had some influence on the design of informal environments that support science learning.
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• Family learning, though not a theoretical framework per se, has been an im portant way of reframing informal learning experiences, changing the focus from any single individual in a learning group, such as the child, to the entire
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From page 33... ...
Family learning approaches are grounded in sociocultural theories and are currently transforming the way some museums and science centers are reorienting their missions, educational strategies, and experiences. Other perspectives have been used to inform evaluation studies of learning in informal environments.
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From page 34... ...
Thus, a major implication for thinking about informal science learning is that what learners understand about the world is perhaps as im portant as what we wish for them to learn through a particular experience. Accordingly, efforts to teach should not merely be about abstractions derived in knowledge systems like science, but should also focus on helping learners become aware of and express their own ideas, giving them new information and models that can build on or challenge their intuitive ideas.
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Thus, within a people-centered analysis, shades of sociocultural and cognitive perspectives are evident. Many approaches to designing informal science learning experiences reflect a people- or individual-centered approach to learning.
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. fig 2-2.eps of a museum or exhibit into one of four quadrants, on the basis of the kinds of learning environments they offer visitors.
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From page 37... ...
associated with learning science in these informal environments and experiences. Analysis centered on the use of artifacts that mediate learning and desired performance in specific contexts and places is regarded as a "practice turn" in theoretical and empirical accounts of human learning, development, and performance (Jessor, 1996; Shweder, 1996; Lave and Wenger, 1991; Rogoff, 2003)
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. In this way, specific forms of science learning are often associated with particular spaces.
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From page 39... ...
Hence, from a strictly cognitive perspective, science is a series of processes that generate and validate knowledge. From the perspective of mediated activity, science is a collective practice of generating worthy questions about the natural world and pursuing answers through empirical analysis using specific cognitive tools.
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The observation that science and science learning are richly social also underlines the opportunity of educators working with designed envi ronments to take better advantage of the cultural practices that a diverse set of learners might bring to the environment (Cobb, Confrey, diSessa, Lehrer, and Schauble, 2003; Bricker and Bell, 2008; Warren et al., 2001)
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From page 41... ...
GOALS OF SCIENCE LEARNING Learning science in informal environments is a diverse enterprise and serves a broad range of intended outcomes. These include inspiring emotional reactions, reframing ideas, introducing new concepts, communicating the social and personal value of science, promoting deep experiences of natural phenomena, and showcasing cutting-edge scientific developments.
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From page 42... ...
Informal science learning experiences often occur in situations that immediately serve peoples' interests and prepare them for their future learning in unanticipated ways. Learning experiences in informal settings also grab learners' attention, provoke emotional responses, and support direct experience with phenomena.
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From page 43... ...
Strand 1: Developing Interest in Science Strand 1 addresses motivation to learn science, emotional engagement with it, curiosity, and willingness to persevere over time despite encountering challenging scientific ideas and procedures over time. Research suggests that personal interest and enthusiasm are important for supporting children's BOX 2-2 Strands of Informal Science Learning Learners who engage with science in informal environments .
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From page 44... ...
Youth-focused hobby or interest groups, designed exhibits, and after-school programs are commonly organized and planned to support this strand of science learning. They allow for the extended pur suit of learning agendas, the refinement of interests, the sharing of relevant learning resources and feedback, access to future learning experiences, and opportunities to be identified as having science-related interests.
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From page 45... ...
Informal learning environments and programming seem to be particularly well suited to providing opportunities for children, youth, and adults to experience some of the excitement of participation in a process that is constantly open to revision. Understanding of how scientific knowledge develops can be imparted in museums and media by creative reconstruction of the history of scientific ideas or the depiction of contemporary advances.
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From page 46... ...
Participation in the community of science requires knowledge of the language, tools, and core values. Changing the inaccu rate stereotype of the lone scientist working in isolation in his laboratory to the accurate perception of groups of people interacting with each other to achieve greater understanding of a problem or phenomenon is critical to creating a positive attitude toward science learning.
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From page 47... ...
VENUES FOR SCIENCE LEARNING We are interested in a broad array of settings that can capture lifelong, life-wide, and life-deep learning. We organize our discussion of environments across three venues or configurations for learning: everyday informal environments, designed environments, and out-of-school and adult programs.
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From page 48... ...
Designed Environments Examples of designed environments include museums, science centers, botanical gardens, zoos, aquariums, and libraries. Artifacts, media, and signage are primarily used to guide the learner's experience.
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From page 49... ...
Consider everyday learning environments -- which also frequently include use of materials and activities designed (or repurposed) to support science learning (e.g., commercially available science kits, locally fashioned and commercially available products associated with hobbies, collections of science-related media)
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. Conceptualizations of argumentation from science studies and the learning sciences and their implications for the practices of sci ence education.
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. Family learning research in museums: An emerging disciplinary matrix?
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Committee on Science Learning, Kindergarten Through Eighth Grade.
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From page 53... ...
. Rethinking diversity in learning science: The logic of everyday sense making.
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