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Learning Science in Informal Environments: People, Places, and Pursuits

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Informal science is a burgeoning field that operates across a broad range of venues and envisages learning outcomes for individuals, schools, families, and society. The evidence base that describes informal science, its promise, and effects is informed by a range of disciplines and perspectives, including field-based research, visitor studies, and psychological and anthrop Informal science is a burgeoning field that operates across a broad range of venues and envisages learning outcomes for individuals, schools, families, and society. The evidence base that describes informal science, its promise, and effects is informed by a range of disciplines and perspectives, including field-based research, visitor studies, and psychological and anthropological studies of learning. Learning Science in Informal Environments draws together disparate literatures, synthesizes the state of knowledge, and articulates a common framework for the next generation of research on learning science in informal environments across a life span. Contributors include recognized experts in a range of disciplines--research and evaluation, exhibit designers, program developers, and educators. They also have experience in a range of settings--museums, after-school programs, science and technology centers, media enterprises, aquariums, zoos, state parks, and botanical gardens. Learning Science in Informal Environments is an invaluable guide for program and exhibit designers, evaluators, staff of science-rich informal learning institutions and community-based organizations, scientists interested in educational outreach, federal science agency education staff, and K-12 science educators.


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Informal science is a burgeoning field that operates across a broad range of venues and envisages learning outcomes for individuals, schools, families, and society. The evidence base that describes informal science, its promise, and effects is informed by a range of disciplines and perspectives, including field-based research, visitor studies, and psychological and anthrop Informal science is a burgeoning field that operates across a broad range of venues and envisages learning outcomes for individuals, schools, families, and society. The evidence base that describes informal science, its promise, and effects is informed by a range of disciplines and perspectives, including field-based research, visitor studies, and psychological and anthropological studies of learning. Learning Science in Informal Environments draws together disparate literatures, synthesizes the state of knowledge, and articulates a common framework for the next generation of research on learning science in informal environments across a life span. Contributors include recognized experts in a range of disciplines--research and evaluation, exhibit designers, program developers, and educators. They also have experience in a range of settings--museums, after-school programs, science and technology centers, media enterprises, aquariums, zoos, state parks, and botanical gardens. Learning Science in Informal Environments is an invaluable guide for program and exhibit designers, evaluators, staff of science-rich informal learning institutions and community-based organizations, scientists interested in educational outreach, federal science agency education staff, and K-12 science educators.

32 review for Learning Science in Informal Environments: People, Places, and Pursuits

  1. 4 out of 5

    Elisabeth Sepulveda

    My research group purchased this book to guide our programming directions for the upcoming school year because of the need for strategies to assess our after-school, interactive curriculum units. Much of the content refers to Science museums and diverse age groups, so it is quite comprehensive, but by that token, also not quite as thorough in areas related to assessment as we had hoped. The book does pose important and relevant considerations, so a good skim for those who are working in this fiel My research group purchased this book to guide our programming directions for the upcoming school year because of the need for strategies to assess our after-school, interactive curriculum units. Much of the content refers to Science museums and diverse age groups, so it is quite comprehensive, but by that token, also not quite as thorough in areas related to assessment as we had hoped. The book does pose important and relevant considerations, so a good skim for those who are working in this field.

  2. 5 out of 5

    Josie

    Read for comps. Very useful for thinking about future directions for research...

  3. 5 out of 5

    Elizabeth

  4. 5 out of 5

    Justin Grimes

  5. 5 out of 5

    Rebecca

  6. 5 out of 5

    Mary

  7. 4 out of 5

    Julie Fisowich

  8. 5 out of 5

    Kristin Evans

  9. 5 out of 5

    Sawan

  10. 4 out of 5

    Amanda

  11. 5 out of 5

    Chris

  12. 5 out of 5

    Al Price

  13. 5 out of 5

    Ddhilke

  14. 5 out of 5

    Dana

  15. 4 out of 5

    Mary Jo

  16. 5 out of 5

    Yinzadi

  17. 5 out of 5

    Katie

  18. 5 out of 5

    Matthew White

  19. 4 out of 5

    Steven Worker

  20. 4 out of 5

    Sarah

  21. 4 out of 5

    Ayako

  22. 4 out of 5

    Roolaria

  23. 4 out of 5

    Pratima

  24. 4 out of 5

    Leah

  25. 4 out of 5

    Nichole Bennett

  26. 5 out of 5

    Suzanne

  27. 5 out of 5

    Meg

  28. 4 out of 5

    Elizabeth

  29. 4 out of 5

    Hussein Kamal

  30. 4 out of 5

    Korri

  31. 5 out of 5

    Floietoss

  32. 5 out of 5

    Carrie

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