Surrounded by Science Learning Science in Informal Environments (2010) / Chapter Skim
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1 Informal Environments for Learning Science
1 Informal Environments for Learning Science
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Consider, for example, that by some estimates individuals spend as little as 9 percent of their lives in schools.1 Furthermore, science in K-12 schools is often marginalized by traditional emphases on mathematics and literacy; hence little science is actually taught during school hours.2 Finally -- although it needn't be and isn't always so -- much of science instruction in school focuses narrowly on the "facts" of science and simplistic notions of scientific practice.3 Yet the grow ing body of research on science learning makes clear that a basic understanding of science requires far more than the acquisition of a body of science knowledge. Rather, knowing science includes understanding, at a basic level, the nature and processes of science.
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Informal learning experiences are often characterized as being guided by learner interests, voluntary, personal, deeply embedded in a specific context, and open-ended.4 Successful informal science learning experiences are seen as not only leading to increased knowledge or understanding in science, but also to further inquiry, enjoyment, and a sense that science learning can be personally relevant and rewarding. In order to make sense of the vast number of informal settings in which science learning might occur, we use three categories developed in the National Research Council report Learning Science in Informal Environments: People, Places, and Pursuits.5 These include everyday informal environments (such as watching TV; reading newspapers, magazines, or books; searching online; playing educational computer games; having conversations; pursuing one's hobby; or volunteering for an environmental cause)
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. Once in the setting, learners have 3 Informal Environments for Learning Science
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Programs Programs include after-school programs, summer programs, clubs, museum pro grams, Elderhostel programs, volunteer groups, citizen science experiences, science cafés, public lecture series, and learning vacations. Often program content includes a formal curriculum that is organized and designed to address the concerns of sponsoring institutions.
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At the same time, the research reveals that the opportunities for promoting learning, as well as inherent challenges in doing so, are similar across the three types of informal environments. iLLUSTRATinG THe cOMMOn cHARAcTeRiSTicS OF inFORMAL enViROnMenTS Two examples provide insight into different kinds of informal learning experi ences.
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learning how to hunt and get along with other To ensure that forum participants stay on wolves is a matter of life and death. WolfQuest, an task, a moderator gently guides the conversation by interactive computer game, is designed to help the posting provocative research findings and facilitat player learn about wolf behavior and the environ- ing productive discussions.
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After of the players visited a zoo, nature center, or park to analyzing forum postings, the developers found actually see wolves and other wildlife. Interestingly, that the data appear to be pointing to the use of it appears that the more frequently individuals inquiry behaviors.
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The second informal science experience, called Science Café, was developed by Boston's public television station WGBH. Unlike WolfQuest, which is targeted for children and teens, Science Café is an evening-long event designed for adults.
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Science Café event is to select the target audience and On this particular night, Ben Wiehe, the WGBH choose a venue where that audience is comfortable outreach project director at that time, had booked meeting. The next step is to pick a topic, which the pub for a Science Café, a program designed involves finding a video clip and scientist for the event.
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When Wiehe arrived at the Thirsty Scholar Pub an hour early to set up, he noticed a group of regulars sitting near the table he was planning to use for the event. Discovering that they didn't know about the activity planned, he told them about it and suggested that they join in on the conversation.
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In NOVA scienceNOW's national surveys, 38 percent of participating scientists report that their involvement in the program changed the way they present their work to the public. After 25 minutes of conversation, Wiehe noticed that some people were starting to lose attention.
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In both cases, the learning experience is shaped by to the environ ment: gamers play and pub patrons talk and discuss. Furthermore, in both the computer game and the Science Café, the pro gram designers built on the learners' prior knowledge and interests.
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This huge and growing body of research on learning provides important insights for designing informal environments for learning science, including guid ance about how to understand the varied types of learning that occur in informal science environments; how to actively support this learning through designed experiences that directly tap into natural learning processes; how to assess learn ing in these settings appropriately; and how to improve on existing informal sci ence environments, including long-term programs, one-shot events, and exhibits. In broad brushstrokes the research on learning to date has revealed the impor tance of understanding both how individual minds work during the learning pro cess and how the social and cultural context surrounding an individual shapes and supports that learning.
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This area of research grew out of concern that an emphasis solely on learning processes within individual minds overlooked the crucial role of social interaction, language, and tools in learning. The findings of this research show how verbal and nonverbal social interaction plays a critical role in supporting learning.
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Research and evaluation during the past 10 years have shown the effectiveness of media, but also highlight their limitations. Recognizing opportunities and limitations, media and brick-and-mortar experiences are becoming increasingly intertwined -- for example, a documentary on the history of the telescope is complemented by a similar full-dome planetarium show, an interactive website that features activities for backyard astronomy exploration, and a strategy to link the airing and local release of the shows with outreach activities by amateur astronomy 15 Informal Environments for Learning Science
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Similarly, a highly structured exhibit may be more suited for particular kinds of learning outcomes than a purely exploratory one. Such differences mean that practitioners in informal science education need to think carefully about what can be reasonably accomplished in their own set tings through the experiences they provide.
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These commitments are consistent with findings from research on learning that reveal the importance of understanding both how individual minds work dur ing the learning process and how an individual's social and cultural context shapes and supports that learning. We expand on both aspects of learning in Part II and explore the implications for learning across the range of informal settings.
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Web Resources Center for the Advancement of Informal Science Education (CAISE) : http://caise.insci.org/ Evaluation of WolfQuest: http://www.archimuse.com/mw2009/papers/schaller/schaller.html Science Cafés: http://www.sciencecafes.org/ WolfQuest: http://www.WolfQuest.org/ SurroundEd by Science 18
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