Surrounded by Science Learning Science in Informal Environments (2010) / Chapter Skim
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2 Science and Science Learning
2 Science and Science Learning
Pages 19-36
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From page 19... ...
Nonetheless, they share a common commitment to gathering and using empirical evidence derived from examination of the natural world. SCIENCE AS A SOCIAL AND CULTURAL ENTERPRISE Studies also show that science is fundamentally a social enterprise.
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From page 20... ...
From this latter perspective, as is the case with any cultural endeavor, differences in norms and practices within and across fields reflect not only the varying subject matters of interest, but also the identities and values of the participants. The recognition that science is a cultural enterprise implies that there is no cultureless or neutral perspective on science, nor on learning science -- Surrounded by SCIENCE 20
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From page 21... ...
One observer, for example, describes the process of science education as one in which learners must engage in "border crossings" from their own everyday world culture into the subculture of science.1 The subculture of science is in part distinct from other cultural activities and in part a reflection of the cultural back grounds of scientists themselves. By developing and supporting experiences that engage learners in a broad range of science practices, educators can increase the ways in which diverse learners identify with and make meaning from their infor mal science learning experiences.
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From page 22... ...
To make the data collection process easier, online data collection forms are tailored for each region depend ing on the types of birds known to be in that area. If the submitted data match expectations, they are automatically added to the database.
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From page 23... ...
Comments also show that the project added value to an existing hobby by providing tools that allowed participants to deepen their experience. A participant from North Carolina remarked, "I loved feeding and watching the birds before, but now it is so much more interesting and useful." A birdwatcher from New Mexico described how the project improved basic birdwatching skills: Project FeederWatch participants feed birds throughout "After participating in Project FeederWatch for the year; they also observe, record, and report the birds that visit their bird feeders.
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From page 24... ...
Since then, participants have noted how the disease, identi fied as conjunctivitis, has spread throughout North America's house finch population, causing their numbers to decline. Citizen scientists have proven to be an integral part of the scientific research team, documenting a serious population decline that could help in the understanding of disease outbreaks in other animal populations.
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From page 25... ...
In order to capture the multifaceted nature of science learning, we adopt the "strands of science learning" framework developed in Learning Science in Informal Environments that articulates the science-specific capabilities supported by informal environments. This framework builds on a four-strand model developed to capture what it means to learn science in school settings.4 The two additional strands incorporated for learn ing in informal environments, Strands 1 and 6, reflect the special commitment to interest, personal growth, and sustained engagement that is a hallmark of informal settings.
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From page 26... ...
It is important to note that, although the strands reflect conceptualizations developed in research, they have not yet been tested empirically. Nonetheless, they provide a useful frame work for helping educators, exhibit designers, and other practitioners in the infor mal science education community articulate learning outcomes as they develop programs, activities, exhibits, and events.
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From page 27... ...
➲ Strand 6 – Identifying with the Scientific Enterprise Coming to think of oneself as a science learner and developing an identity as someone who knows about, uses, and sometimes contributes to science. For example, after watching a large format IMAX movie about the Galapagos Islands, viewers could be challenged to apply what they learned about natural selection to another environment.
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From page 28... ...
The strand also includes recognizing when there is insufficient evidence to draw a conclusion and determin ing what kind of additional data are needed. Many informal environments provide learners with opportunities to manipulate, test, explore, predict, question, observe, and make sense of the natural and physical world.
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From page 29... ...
Also compelling are the human stories behind great scientific discoveries. Such scientists as Galileo Galilei, Benjamin Franklin, Charles Darwin, Marie Curie, James Watson and Francis Crick, and Barbara McClintock are just a few people whose stories provide examples of how scientific ideas evolve.
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From page 30... ...
For example, in addition to spending many hours outside cultivating his beds, an amateur gar dener also may pursue another passion, such as growing orchids in a greenhouse. To become more knowledgeable, he or she could seek out information in books, online, or at the local botanical garden club.
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From page 31... ...
For example, in one study, visitors to the California Science Center already expressed a strong sense of con nection to science, and their visit reinforced their self-image as someone with interest in or connections to science. Using the Strands Framework The strands are statements about what learners do when they learn science, reflecting the practical as well as the more abstract, conceptual, and reflective aspects of science learning.
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From page 32... ...
As a way to think about the range of possible outcomes for science learn ing in informal settings, this chapter introduced a strands framework. The strands provide a way to describe learning outcomes specifying the content, skills, and ideas people are striving to master in these varied environments.
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From page 33... ...
There are a variety of listservs and blogs that provide informal science educators with connections and opportunities to dis cuss learning with peers (e.g., ISEN-ASTC-L for science museums and science centers)
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From page 34... ...
Chapters 1 and 2 in Committee on Learning Science in Informal Environments, Learning Science in Informal Environments: People, Places, and Pursuits.
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From page 35... ...
PART II Designing Experiences to Promote Science Learning
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