ERIC Number: ED536350
Record Type: Non-Journal
Publication Date: 2009
Abstractor: As Provided
Reference Count: 0
Learning Science in Informal Environments: People, Places, and Pursuits
Bell, Philip, Ed.; Lewenstein, Bruce, Ed.; Shouse, Andrew W., Ed.; Feder, Michael A., Ed.
National Academies Press
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.
Descriptors: Informal Education, Science Education, Evidence, After School Programs, Museums, Parks, Elementary Secondary Education, Educational Research, Program Development, Outreach Programs, Educational Policy, Program Evaluation, Guides, Family Programs, Mass Media, Children, Adults, Cultural Pluralism, Equal Education, Evaluation Methods
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Publication Type: Books; Reports - Descriptive
Education Level: Adult Education; Elementary Secondary Education
Authoring Institution: N/A