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1.
To develop the pedagogic efficiency of informal education in science teaching, promoting a close cooperation between institutions is suggested by Monteiro, Janerine, de Carvalho, and Martins. In their article, they point out effective examples of how teachers and educators work together to develop programs and activities at informal education places such as science museums. Their study explored and discussed the viability and relevancy of school visits to museums and possibilities to enhance the connection between students’ visits in informal contexts and their learning in schools. Given that students learn science by crossing the boundaries of formal and informal learning contexts, it is critical to examine ways of integrated and collaborative approach to develop scientific literacy to help students think, act and communicate as members of problem solving communities. In this forum, we suggest the importance of students’ lifeworld contexts in informal learning places as continuum of Monteiro, Janerine, de Carvalho, and Martins’ discussion on enhancing the effectiveness of informal learning places in science education. 相似文献
2.
Linda Ramey‐Gassert 《International Journal of Science Education》2013,35(8):903-912
Providing learning environments that are motivating for female students and male students alike is a challenge for science educators. This overview of the research conducted in science museums provides initial insights into informal educational settings that allow female visitors to have experiences which foster development of science interest and learning. The discussion of the influence of gender on learning experiences in informal science environments raises questions and calls for further research and more comprehensive reporting of research results. Findings related to gender‐equitable learning in settings such as science museums would be beneficial and extend the present knowledge base in science education. 相似文献
3.
Although a growing number of research articles in recent years have treated the role of informal settings in science learning, the subject of the history of science in museums and its relationship to informal and non-formal education remains less well explored. The aim of this review is to assemble the studies of history of science in science museums and explore the opportunities for the further use of the history of science in science museum education practice. 相似文献
4.
Science museums, science centers, zoos, and aquariums (MCZAs) constitute major settings of science learning with unique characteristics of informal science education. Emphasis will be given to the analysis of four specific characteristics of MCZAs that seem relevant for educational research and practice, namely, conditions of mixed motives and goals, staged popular science, and impact of physical layout, as well as the role of social exchange and participation. By doing so, we focus on the consequences of these characteristics for the learning processes and outcomes of visits of MCZAs. We show that outcomes encompass not only knowledge acquisition in a narrower sense but also changes in interest and beliefs. 相似文献
5.
MS Janette Griffin 《Research in Science Education》1994,24(1):121-128
Visits to museums and science centres are a part of most school science programs- but are they really learning experiences? By accompanying classes on visits and talking with the teachers and students during and after these visits, information has been gathered on the ways in which school groups currently use visits to two informal science learning settings in Sydney- a science education centre and a large museum. Comparison of the teacher and student behaviours on these visits with current views on good teaching/learning practice, reveals considerable anomalies. At the same time, reported studies of museum visitors suggest that family groups use museums for learning in ways which are quite different from the way most school groups do. Can these apparent mismatches be translated into a pathway for developing new approaches to learning in informal settings? 相似文献
6.
Tamjid Mujtaba Martin Lawrence Mary Oliver Michael J. Reiss 《Studies in Science Education》2018,54(1):41-67
This review examines how natural history museums (NHMs) can enhance learning and engagement in science, particularly for school-age students. First, we describe the learning potential of informal science learning institutions in general, then we focus on NHMs. We review the possible benefits of interactions between schools and NHMs, and the potential for NHMs to teach about challenging issues such as evolution and climate change and to use digital technologies to augment more traditional artefacts. We conclude that NHMs can provide students with new knowledge and perspectives, with impacts that can last for years. Through visits and their on-line presence, NHMs can help students see science in ways that the school classroom rarely can, with opportunities to meet scientists, explore whole topic exhibitions, engage with interactive displays and employ digital technologies both in situ and to support learning in the school science classroom. Although these interactions have the potential to foster positive cognitive, affective and social outcomes for students, there is a lack of reliable measures of the impact of NHM experiences for students. Opportunities to foster relationships between NHM staff and teachers through professional development can help articulate shared goals to support students’ learning and engagement. 相似文献
7.
Kim Myeong Ji Kang Da Yeon Martin Sonya N. 《Cultural Studies of Science Education》2022,17(2):341-354
Cultural Studies of Science Education - Science museums have long been heralded as important informal science education sites where people can engage in voluntary and experiential science learning.... 相似文献
8.
Martin Storksdieck 《Cultural Studies of Science Education》2016,11(1):167-182
Grace Reid and the late Stephen Norris argue in this issue the urgent need for widespread Science Media Education (SME) as an integral part of formal and informal science education. SME is to achieve two goals: First, allow learners to critically evaluate any media as a source for scientific information by understanding the socio-economic and socio-cultural context of how and why news and entertainment media are created, and secondly, utilize media as a legitimate and productive source for science education and science learning. While laudable, I will argue that SME as an integral part of STEM education is unrealistic, and offer instead that the broader concept of Information Literacy might be more easily achieved within the current strong movement to conceptualize STEM education via science and engineering practices and within the broad goals of strengthening learners’ 21st century skills. 相似文献
9.
Shannon K. McManimon Lauren Causey Zdanna King Evelyn C. Ronning Marjorie B. Bequette 《科学教学研究杂志》2020,57(5):651-671
Science learning occurs throughout people's lives, inside and outside of school, in formal, informal, and nonformal settings. While museums have long played a role in science education, learning in this and other informal settings has not been studied nor understood as deeply as in formal settings (i.e., schools and classrooms). This position paper, written by learning researchers in a science museum engaged in equity and access work, notes that while the researchers consider the ethics of their work regularly and deeply, little formal guidance exists for the ethical challenges they routinely face in studying science learning. To explore this, the paper first shares contexts of studying informal science education at the Science Museum of Minnesota, including epistemological understandings of both science and research, a commitment to justice-based equity, and existing ethical guidance and processes. Drawing on three research projects, it explores ethical issues pertaining to (a) museum visitors and (b) museum staff and community members engaging in participatory research. First, as visitors do not generally come to a museum to be part of a research study, learning researchers must consider sampling, representation, and data collection methods, balancing these with a museum-goer's desires for their visit. Second, when using participatory methodologies with staff, community members, and young people as co-researchers, ethical considerations involve building relationships, redefining (unanticipated) risks, and data collection and dissemination practices that do not extend existing social inequities or work hierarchies. Ultimately, this position paper argues for expanded or revised ethical guidance that meets the needs of this work, surpasses current guidelines or institutional review board practices, draws on epistemologies outside of a supposedly neutral, individualistic Western framework, and places participants at the center of the work. Such a discussion could enhance the ethical study of science learning across settings. 相似文献
10.
Exploring preservice elementary teachers’ critique and adaptation of science curriculum materials in respect to socioscientific issues 总被引：1，自引：0，他引：1
The work presented here represents a preliminary effort undertaken to address the role of teachers in supporting students’ learning and decision-making about socioscientific issues (SSI) by characterizing preservice elementary teachers’ critique and adaptation of SSI-based science curriculum materials and identifying factors that serve to mediate this process. Four undergraduate preservice elementary teachers were studied over the course of one semester. Results indicate that the teachers navigated multiple learning goals, as well as their own subject-matter knowledge, informal reasoning about SSI, and role identity, in their critique and adaptation of SSI-oriented science instructional materials. Implications for science teacher education and the design of curriculum materials in respect to SSI are discussed. 相似文献
11.
Univ.-Prof. Dr. Doris Lewalter Dr. Claudia Geyer 《Zeitschrift für Erziehungswissenschaft》2009,12(1):28-44
Museums are very popular for school excursions. One of their most important aims is to foster the visitors’ interest for the presented topics. Especially with regard to natural science, it is important to question to what extent this learning environment can indeed foster students’ learning motivation. The research presented here is based on the concept of situational interest. In two studies, the goals and the design of school museum visits as well as the impact of the design, the perceived support of basic needs, and the perceived content relevance for students’ situational interest were investigated. For this purpose a postal survey of 227 teachers of natural science was conducted on their goals and design of school visits to museums. Furthermore, 344 pupils of grades 7 and 8 (14 classes) were surveyed in a written questionnaire regarding their situational interest during the visit and on aspects of the design of the visit. The results show the high relevance of motivational aspects for the use of museums as learning environments. 相似文献
12.
13.
场馆科学学习:本质特征与影响因素 总被引：3，自引：0，他引：3
近20年来,随着建构主义学习观的兴起,国外兴起了研究以各种类型场馆为代表的非正式环境中的科学学习热潮。目前研究的焦点集中在场馆科学学习的基本特征与影响因素等方面。场馆科学学习是基于真实问题、强调探究过程,其学习结果往往是多元的;影响场馆科学学习的因素包括个人经验、物理环境和社会因素三个方面。随着我国《全民科学素质行动计划纲要》的推广和实施,科学学习成为教育中的热点话题。在今后的研究中,应在深入了解国外该领域进展的基础上,采用质性和量化相结合的方法,探讨影响场馆学习效果的关键变量,重点关注场馆学习长期效果的研究,以便为充分利用我国场馆资源、提高公众的科学素养提供坚实的基础。 相似文献
14.
Phyllis Katz J. Randy McGinnis Emily Hestness Kelly Riedinger Gili Marbach‐Ad Amy Dai 《International Journal of Science Education》2013,35(9):1169-1197
This study investigated the professional identity development of teacher candidates participating in an informal afterschool science internship in a formal science teacher preparation programme. We used a qualitative research methodology. Data were collected from the teacher candidates, their informal internship mentors, and the researchers. The data were analysed through an identity development theoretical framework, informed by participants’ mental models of science teaching and learning. We learned that the experience in an afterschool informal internship encouraged the teacher candidates to see themselves, and to be seen by others, as enacting key recommendations by science education standards documents, including exhibiting: positive attitudes, sensitivity to diversity, and increasing confidence in facilitating hands‐on science participation, inquiry, and collaborative work. Our study provided evidence that the infusion of an informal science education internship in a formal science teacher education programme influenced positively participants’ professional identity development as science teachers. 相似文献
15.
This paper reports on a study in the area of informal science education in the contexts of science museums. The research focused
upon two areas: first, perceived novelty and its effect on cognitive learning in year eight students visiting an interactive
science museum; second, the links between exhibits which were most frequently recalled and exhibits which students later recalled
as being interesting and puzzling. Results on a post-test of cognitive learning of concepts and principles associated with
the exhibits suggested that students who underwent novelty reducing pre-orientation to the physical environment and had prior
visitation experience learned more than their counterparts. Gender did not influence learning when perceived novelty level
and prior exposure were considered. Furthermore, the most frequently recalled exhibits shared a combination of characteristics
such as large physical size, prominence in the exhibit galleries, and the diversity of sensory modes that they employed. Finally,
it appears that cognitive learning is likely to occur for exhibits which are most memorable. 相似文献
16.
Learners encounter science in a wide variety of contexts beyond the science classroom which collectively could be quite influential on student attitudes and abilities. But relatively little is known about the relative influence of different forms of informal science experiences, especially for the kinds of experiences that students typically access. We conduct factor and regression analyses on data collected from a large number of diverse public-school attending 6th and 8th graders drawn from two regions in the USA. Students completed a science reasoning measure and surveys of attitudes, previously completed informal science learning experiences, and demographic factors. Factor analyses identify four dimensions of informal science learning participation (in home, semiformal, nature, and museums). Regression analyses find a relative specificity of effects, with particular outcomes associated with a subset of the forms of informal science participation, highlighting the importance of controlling for correlated factors. There were also a few differences by grade level, with different experiences influencing the development of competency beliefs in science in early vs. late middle schoolers. 相似文献
17.
Sevinc Gelmez Burakgazi Ali Yildirim Noah Weeth Feinstein 《Journal of Science Education and Technology》2016,25(2):244-262
Rooted in science education and science communication studies, this study examines 4th and 5th grade students’ perceptions of science information sources (SIS) and their use in communicating science to students. It combines situated learning theory with uses and gratifications theory in a qualitative phenomenological analysis. Data were gathered through classroom observations and interviews in four Turkish elementary schools. Focus group interviews with 47 students and individual interviews with 17 teachers and 10 parents were conducted. Participants identified a wide range of SIS, including TV, magazines, newspapers, internet, peers, teachers, families, science centers/museums, science exhibitions, textbooks, science books, and science camps. Students reported using various SIS in school-based and non-school contexts to satisfy their cognitive, affective, personal, and social integrative needs. SIS were used for science courses, homework/project assignments, examination/test preparations, and individual science-related research. Students assessed SIS in terms of the perceived accessibility of the sources, the quality of the content, and the content presentation. In particular, some sources such as teachers, families, TV, science magazines, textbooks, and science centers/museums (“directive sources”) predictably led students to other sources such as teachers, families, internet, and science books (“directed sources”). A small number of sources crossed context boundaries, being useful in both school and out. Results shed light on the connection between science education and science communication in terms of promoting science learning. 相似文献
18.
Jennifer D. Adams Lynn U. Tran Preeti Gupta Helen Creedon-O’Hurley 《Cultural Studies of Science Education》2008,3(2):435-449
This article presents a metalogue discussion about the two focus articles and the six associated review essays on the topic
of conceptual change as it applies to research, and science teaching and learning in museum settings. Through the lenses of
a sociocultural perspectives of learning we examine the applicability of the ideas presented in the forum for museums and
museum educators. First we reflect on the role that emotions can play in concept development; second, we reflect on the role
of language, talk, and gestures to concept development and conceptual change in the short-lived nature of experiences and
conversations in museums; and third, we consider the nature of objects as representations of science content in museum settings.
Jennifer D. Adams is an assistant professor of science education at Brooklyn College, CUNY. She did her doctoral dissertation at the Graduate Center, CUNY on museum-based teacher education at the American Museum of Natural History. Her research focuses on informal science teaching and learning, museum education, and culturally relevant science teaching and learning. Lynn U. Tran received her PhD in science education at North Carolina State University, and recently finished a post-doctoral fellowship with the Center for Informal Learning and Schools at King’s College London. She is currently a Research Specialist with the Center for Research, Evaluation, and Assessment at the Lawrence Hall of Science at the University of California, Berkeley. Her research focuses on the pedagogical practices and professional development of science educators who teach in museums. Preeti Gupta is the Senior Vice President of Education and Public Programs at the New York Hall of Science. She is responsible for all programs and projects in the following divisions: Science Career Ladder, the Explainers who serve as interpretation staff, Professional Development, K-12 Student Programs, Digital Learning Programs, Science Technology Library and Public Programs. Ms. Gupta is a graduate of the Science Career Ladder, starting her career in museum education as a high school student. She is currently pursuing a PhD in Urban Education at the CUNY Graduate Center. Helen Creedon-O’Hurley is a secondary science educator in New York City’s public schools. She is the president of the Science Council of New York City, a science educator organization, and is in the doctoral program in urban education at the Graduate Center, CUNY. 相似文献
| Jennifer D. AdamsEmail: |
Jennifer D. Adams is an assistant professor of science education at Brooklyn College, CUNY. She did her doctoral dissertation at the Graduate Center, CUNY on museum-based teacher education at the American Museum of Natural History. Her research focuses on informal science teaching and learning, museum education, and culturally relevant science teaching and learning. Lynn U. Tran received her PhD in science education at North Carolina State University, and recently finished a post-doctoral fellowship with the Center for Informal Learning and Schools at King’s College London. She is currently a Research Specialist with the Center for Research, Evaluation, and Assessment at the Lawrence Hall of Science at the University of California, Berkeley. Her research focuses on the pedagogical practices and professional development of science educators who teach in museums. Preeti Gupta is the Senior Vice President of Education and Public Programs at the New York Hall of Science. She is responsible for all programs and projects in the following divisions: Science Career Ladder, the Explainers who serve as interpretation staff, Professional Development, K-12 Student Programs, Digital Learning Programs, Science Technology Library and Public Programs. Ms. Gupta is a graduate of the Science Career Ladder, starting her career in museum education as a high school student. She is currently pursuing a PhD in Urban Education at the CUNY Graduate Center. Helen Creedon-O’Hurley is a secondary science educator in New York City’s public schools. She is the president of the Science Council of New York City, a science educator organization, and is in the doctoral program in urban education at the Graduate Center, CUNY. 相似文献
19.
Michael W. Dentzau 《Cultural Studies of Science Education》2013,8(2):329-332
As a supporter of informal and alternative learning environments for science learning I am pleased to add to the discussion generated by Adriana Briseño-Garzón’s article, “More than science: family learning in a Mexican science museum”. I am keenly aware of the value of active family involvement in education in general, and science education in particular, and the portrait provided from a Mexican science museum adds to the literature of informal education through a specific sociocultural lens. I add, however, that while acknowledging the powerful the role of family in Latin American culture, the issue transcends these confines and is instead a cross-cutting topic within education as a whole. I also discuss the ease at which in an effort to call attention to cultural differences one can, by the very act, unintentionally marginalize others. 相似文献
20.
Roxanne M. Hughes Brandon Nzekwe Kristen J. Molyneaux 《Research in Science Education》2013,43(5):1979-2007
Currently, there are policy debates regarding the efficacy and legality of single sex formal and informal education programs. This issue is particularly poignant in science education due to the historical marginalization of women in these fields. This marginalization has resulted in women being positioned as a stigmatized group within many science, technology, engineering, and mathematics (STEM) related fields. Research points to adolescence as the age where this sense of marginalization begins to develop. As a result, policy responses have utilized various frameworks such as: increased access for women, changing pedagogy to address women’s learning styles, changing the language and culture of science to prevent marginalization of stigmatized groups, and finally exploring the role that individual identity plays in the marginalization of women. This study adds to the policy debate as it applies to single sex education by comparing middle school participants’ STEM identity formation during two informal science learning environments (an all girls’ STEM camp and a co-educational STEM camp). Additionally, this study focuses on the influence of camp activities within two informal science education programs: particularly the provision of role models and authentic STEM research activities, as means to improve STEM identity and make these fields relevant to the lives of middle school students. The results indicate that both camps improved girls’ STEM identities. These findings suggest that the single sex environment is not as important to STEM identity as the pedagogy used within the program. 相似文献