Science learning that takes place between and at the intersections of formal and informal science environments has not been systematically reviewed to offer a comprehensive understanding of the existing knowledge base. Bringing together theory and research, this volume describes the various ways in which learning science in various settings has been conceptualized as well as empirical evidence to illustrate how science learning in these settings can be supported.
Table of Contents
Prologue: Intersections of Formal and Informal Science Lucy Avraamidou & Wolff-Michael Roth Part 1: Theoretical Perspectives 1. Learning: From Transitive Construction to Intransitive Becoming Wolff-Michael Roth 2. Free Choice Learning: What Does it Mean? Laura Martin 3. Attention to Content: Some Lessons from School-oriented Education Research Marianne Achiam & Jan Alexis Nielsen 4. The Museum of Pink: Retheorizing the Science Museum Bronwyn Bevan 5. Beyond Formal and Informal Justin Dillon Part 2: Learning Science in Diverse Settings 6. Videomaking Projects in STEM Afterschool Clubs: A Space-Time Analysis of one Production and its Implicit Dialogue Among Identities, Ways of Knowing and Doing in and with Science Irene Rahm 7. When Science Is Someone Else’s World Emily Dawson 8. Teachers in the Outdoors: Bridging Formal and Informal Practices Tali Tal, Mordechai Aviam, Rachel Levin Peled, Nirit Lavie Alon 9. The Long-term Influence on Three Classroom Teachers of Leading an Afterschool Science Enrichment Program: When Identities Converge Phillys Katz 10. Integrating Mobile Technologies into Outdoor Education to Mediate Learners’ Engagement with Nature Lucy McClain & Heather Toomey Zimmerman 11. The Desired Role of Scientists in Bringing Authentic Scientific Practices into Classrooms: From Post-Cold-War Reforms to Next Generation Scientists Asli Sezen-Barrie Part 3: University and Informal Science Intersections 12. Collaborating across the University/Informal Boundary: Broader Impacts through Informal Science Education Karen Knutson & Kevin Crowley 13. Museums as Sites for Learning the Art of Education David Anderson 14. Breaking Dichotomies: Learning to be a Teacher of Science in Formal and Informal Settings Preeti Gupta, Cristina Trowbridge & Maritza Macdonald 15. City-as-Lab Approach for Urban STEM Teacher Learning and Teaching Jennifer Adams, Eleanor Miele & Wayne Powell 16. The Promise of Collaboration: Classroom Teachers and the Use of Informal Science Resources James Kisiel 17. Stories of Self and Science: Tracing Preservice Teachers’ Identity Work Across Informal Science Experiences Lucy Avraamidou Epilogue: Looking Back to Look Forward Wolff-Michael Roth & Lucy Avraamidou
Lucy Avraamidou is an Associate Professor of Science Education, University of Groningen, Netherlands.
Wolff-Michael Roth is Lansdowne Professor of Applied Cognitive Science, University of Victoria, Canada.