Surrounded by Science Learning Science in Informal Environments (2010) / Chapter Skim
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9 Extending and Connecting Opportunities to Learn Science
9 Extending and Connecting Opportunities to Learn Science
Pages 161-190
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From page 161... ...
This segment intrigues your son, so he goes to the 60 Minutes website to see a long list of people posting their comments on the show's content in real time. EXPANDING OPPORTUNITIES FOR INFORMAL SCIENCE LEARNING As this example illustrates, science learning, especially informal science learning, is an ongoing and potentially cumulative process.
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From page 162... ...
Informal science educators are recognizing the power of providing ways for participants to extend and deepen learning experiences and are using the idea of connected learning experiences in their designs. For example, working at the Children's Museum of Indianapolis, Leona Schauble and Karol Bartlett designed an extended trajectory for science learning by using the idea of a funnel to map the way exhibits were laid out in space.1 The outer edge of the funnel served all learners and consisted of easily accessible, compelling, and loosely structured experiences.
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From page 163... ...
Currently, the Liberty Science Center is working on expanding the reach of cell phones. Soon visitors will be able to sign up for a weekly photo challenge.
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From page 164... ...
But the Exploratorium, the Smithsonian, and many other institutions plan to continue to build their online presence. As they do, the informal science community will develop a deeper understanding of how cutting across multiple platforms and making use of the newest technologies affect learning.
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From page 165... ...
"We're continuing to think of ways to use cell phones to enhance the interactive experience," explains Wayne LaBar, Vice President, Exhibitions and Featured Experiences. "Cell phones are proving to be a way to continue to engage people with exhibits at the Center even after they walk out the door." While there is incredible potential for enhancing science learning through opportunities to extend and connect experiences, it is important to realize that little is known about how people learn about a single content area across different informal settings and different media formats.
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From page 166... ...
Below we consider some of the major points of intersection between schools and informal settings, focusing on field trips, after-school programs, and professional development opportunities for teachers.
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From page 167... ...
With some prep aration, researchers Carole Kubota and Roger Olstad point out, students spend more time interacting with exhibits and learning from their visits.5 Many studies, however, have shown that although advance preparation is beneficial, teachers spend little time on it. Active Participation in Museum Activities A review of more than 200 evaluations of field trips by Sabra Price and George Hein indicates that the most effective experiences include both hands-on activities and time for more structured learning, such as viewing films, listening to presen 167 Extending and Connecting Opportunities to Learn Science
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From page 168... ...
They also incor porate opportunities for students to follow their own individual agenda by exploring on their own or in small groups. While teachers and the host institution may have to show that the field trip connects to standards or is linked to school curricula, field trips are also a way to introduce students to lifelong learning resources in their community.
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From page 169... ...
In fact, there is little evidence that chaperones are used in this fashion. When the California Science Center experimented with chaperone-led field trips, teachers did not make much use of the program, and the initial research on the effectiveness of chaperones as field trip docents was inconclusive.9 While teachers and parent chaperones could be a productive resource for the field trip, there are many informal educators who recommend that they both be used sparingly to avoid adult intervention in student learning.
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From page 170... ...
TAKING FIELD TRIPS TO THE NEXT LEVEL While most field trips may involve one structured activity and a half hour of unstructured time, the Gulf of Maine Research Institute (GMRI) has developed a different type of field trip experience.
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And believe it or not, in a room of 48 students, it's possible that as many as 80 percent have never seen the ocean." Solving the mystery of the X-Fish involves work at four different stations. 171 Extending and Connecting Opportunities to Learn Science
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From page 172... ...
They observe the ized student websites. The websites document the fishes' behavior and then imitate them by running students' thoughts and ideas, which have been saved around the tank.
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. Based on responses from an online survey, about 74 percent of the students in the research sample said they learned about conducting scientific investigations by observing, forming hypotheses, collecting evidence, and analyzing their results.
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; this program is a much-needed addition to our science curricula." ANOTHER MODEL FOR LINKING SCHOOLS AND INFORMAL SETTINGS The LabVenture! case study illustrates how a research institution can develop and sustain an ongoing relationship with local schools through what is primarily a field trip experience.
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From page 175... ...
Many stay with the program's value, the Pacific Science Center has just program for 3 years, from 10th through 12th grade. made it a permanent part of its budget.
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From page 176... ...
The result is that the out-of-school science experience is essentially an extension of school science, but with a more informal feel. In other cases, the out-of-school science programs connect their activities to the general school science curriculum and standards but not to what students SurrOundEd by SCIENCE 176
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From page 177... ...
The MERITO Program is a collaboration among the Monterey Bay National Marine Sanctuary (MBNMS) , local school districts, and other local stakeholders.
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The program introduced students to the During the first year, 34 lesson plans were precious environment in their own backyard. Once piloted with middle school students.
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From page 179... ...
, the Lake Washington Watershed Internship Program, and MERITO -- illustrate the potential of collaborations between formal and informal settings to maximize learning opportunities for students. Educators involved with each informal science program became knowledgeable about the school science curriculum so that they could provide the students with comple mentary experiences.
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From page 180... ...
While many informal settings offer some form of professional development for teachers, very few cooperate with teacher colleges to offer educational expe riences for teachers in training or pre-service teacher training. David Anderson and his colleagues from the University of British Columbia, Canada, studied how informal science settings could be used for a pre-service program.19 The setting selected was the Vancouver Aquarium Marine Science Centre.
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From page 181... ...
; • programs ought to aim beyond the immediate professional development experi ence and focus on implementation in the classroom, with attention to fidelity of implementation while allowing teachers to adjust to their specific situation; • professional development experiences need to allow teachers to learn from one another, share experiences, and model new strategies; and • online offerings need to include "practice at school" and follow-up support should be provided. Taking the Lead in a Statewide Initiative In some instances, informal settings can take the lead in improving the quality of science education in formal settings.
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From page 182... ...
LEARNING PROGRESSIONS AND PREPARATION FOR FUTURE LEARNING Learning progressions in science21 are an emerging area of research in science education that could inform and be supported by the informal science community. A learning progression organizes the study of science so that learners can revisit important science concepts and practices over many years.
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From page 183... ...
. This approach has implications for informal settings like museums, since the purpose of the museum visit or a school field trip may not lie in conveying specific knowledge, but to use the original experiences as a preparation for subsequent classroom instruction.
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From page 184... ...
Based on the research, however, informal science institutions have a role to play as destinations for field trips, settings for out-of-school-time pro grams, and places where professional development activities are held. Things to Try To apply the ideas presented in this chapter to informal settings, consider the following: • If you are interested in embarking on a formal–informal collaboration, consider asking the following questions: -- Is there a shared vision?
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From page 185... ...
Has your institution developed ways to use technology to expand its reach? Using the ideas in this chapter, consider how technology can be used in your setting not only to help extend science learning, but also how to use technology to integrate school and out-of-school learning experiences.
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From page 186... ...
. A short review on school field trips: Key findings from the past and implications for the future.
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From page 187... ...
Appendix Major Research Investments in the Connection of Formal and Informal Science Teaching and Learning
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From page 188... ...
The NSF AYS portfolio of Informal Learning, conducts studies of science, projects, taken as a whole, is designed to inform technology, engineering, and mathematics NSF and the broader educational community (STEM) learning in informal settings to develop of what works and what does not, for whom, comprehensive and coordinated accounts of and in what setting.
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From page 189... ...
CILS did this through studying science that link teaching and learning in formal and learning in out-of-school settings, including informal environments. One particular example informal science institutions, and building that might have implications for practice is the programmatic bridges between out-of-school almost $1 million project Informal Learning and school science learning, with the ultimate and Science in Afterschool: A Research and goal of strengthening alliances between informal Dissemination Project (ILSA)
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From page 190... ...
publishes its participation and learning in science activities findings through peer-reviewed research articles, in "typical" (nonscience-specific) after-school conference presentations, symposia, and white programs, and the infrastructure required to papers, some of which are easily accessible support these programs.
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