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327 Index A Assessment, 54â79, 293â294, 303â304. See also Evaluators Academic Competitiveness Council, 13 outcomes becoming evident at different Academy of Natural Sciences, 223 points in time, 77 Action, personal commitment to, 157â158 outcomes including a broad range of Active prolonged engagement (APE), 145 behaviors, 76 Adult programs, for science learning, 48, outcomes occurring at different scales, 77 188â189 perspectives, directions, and conclusions Advance preparation, for field trips, 132â133 in, 76â79 Affective engagement of science learning in informal eliciting, 61 environments, difficulties with, 55â57 emphasis on, 13, 158 types of outcomes in, 58â76 After-school programs, for science learning, unanticipated outcomes, 76â77 48. See also Out-of-school/time Assimilationist views, 213 programs Association of Science-Technology Centers, Agenda, for identifying with the scientific 72 enterprise, 154â155 Attitudes Towards Organized Science Scale American Association for the Advancement (ATOSS), 191 of Science (AAAS), 16, 224 Audiotaping, in assessment, 323â324 Americans with Disabilities Act, 227 Anthropocentrism, in children, 231 Appropriate learning outcomes, 292-297. B See also Strands of informal science Behaviorism, 30 learning Benchmarks for Science Literacy, 181 defining, 3â5 Bilingual interpretation, 233â234 range of informal learning outcomes, Bill Nye the Science Guy, 66, 253â255, 271, 28â29 275â277 strands of science learning, 3â5, 43-47, The Birdhouse Network (TBN), 191 294-296 âBodmer Report,â 16 Argumentation, 151
328 Index C Conversation, 148 Critical issues, in understanding learning Career choices, and gender, 222â223 across places and pursuits, 41 Cell Lab Exhibition, 152 Cro, 253, 255 Center for Advancement of Informal Science Croak Like a Frog, 147 Education, 305 Cross-cutting aspects of learning, 2, 31â41, Center for Applied and Specialized 207â288 Technologies (CAST), 229 diversity and equity, 209â237 Center for Informal Learning and Schools, 17 media, 248â277 Challenger Center, 159 Cross-media studies, 276â277 Chaperones, involvement in field trips, CSI, 258â259 133â134 Culture and equity, 210â218 Chautauquas, 14 and diversity, 212â214 Children. See also Parent-child interactions learning as a cultural process, 214â216 anthropocentrism in, 231 science learning as cultural, 217â218 curiosity of, 61, 101, 292â293 Culture and scientific knowledge, 218â232 as ethnographers, 41 gender, 219â223 ânaïve theoriesâ of, 103 native Americans, 223â226 Childrenâs Discovery Museum, 149 people with disabilities, 226â230 Citizen science, in programs for adult urban and rural environments, 230â232 science learning, 189â192, 301 Culture-centered lens, for understanding Cognition and Technology Group at learning across places and pursuits, Vanderbilt (CTGV), 257 38â41 Cognitive apprenticeships, 302â303 Cumulative effects, directions for future Cognitive sciences, 29â30, 35 research in, 312 Comfort, in developing interest in science, Curie, Marie, 45 136 Curiosity Committee on Learning Science in Informal of children, 61, 101 Environments, charge to, 1â2, 20â22 fundamental, of humans, 11 Common framework conclusions and recommendations on moving toward, 304â306 D need for, 18â20 Darwin, Charles, 45 Community Collaborative Rain, Hail and Designed environments, 2, 293 Snow Network, 190 for diverse populations, 233â236 Community of Practice framework, 33 for media, 267â271 Computer use, familiarity with, 196 for science learning, 48 Conclusions and recommendations, 2â7, Developmental pathways, 93 291â314 Difficulties in assessing science learning, directions for future research, 310â314 55â57 informal environments, 297â302 Digital environments, 260â264 informal environments and K-12 schools, Disabled persons, culture of, and scientific 303â304 knowledge, 226â230 learners and learning, 292â297 Discourse analysis, 60â61 promoting learning, 2â3, 302â303 Disneyâs Animal Kingdom, 60, 157 recommendations for practice and Diversity and equity, 209â237, 291â292 research, 306â310 conclusion, 236â237 toward a common field, 304â306 culture and equity, 210â218 Consent, obtaining, 324 culture and scientific knowledge, âConservation psychology,â 158 218â232 Contextual Model of Learning, 32 science learning in informal settings for Control groups, in assessment, 323 diverse populations, 232â236
Index 329 âDoingâ science, while engaging in scientific Excitement, in developing interest in reasoning, 141â143, 275â276 science, 100, 130â131 Drawing tasks, 65 Exhibit Commons, 72 Exhibit designers, recommendations for, 6, 307â308 E ExhibitFiles, 72 Experiences Earth & Sky, 253â254 in informal science learning Ecological framework for understanding environments, 11â12 learning across places and pursuits, opportunistic, 95 31â41 prior, while identifying with the scientific critical issues, 41 enterprise, 156â157 culture-centered lens, 38â41 Explanation while engaging in scientific people-centered lens, 34â36 reasoning, 143â144 place-centered lens, 36â38 âExplanatoids,â 149 Education policy, federal, 13 Explora, a program for older adults, 199 Educational broadcast media, 251â257 Exploratorium, 16 Educational theories diagram, 38 Expositions, 15 Elderhostel programs, 12, 48 Emergence of science learning in informal environments, 14â18 Emotional engagement, 13 F Engineering design process, 44â45 Failure, 68 Environments. See Designed environments; Family learning, 32â33. See also Everyday Digital environments; Learning and family learning activities science in informal environments; Family values, reinforcing, 154 Rural environments; Urban Federal Communications Commission, 251 environments Federal Coordinating Council for Science, Epistemologies Engineering and Technology, 15 indigenous, 225 Federation of American Sciences, 263 practical, 69â70 Feedback mechanisms, 72 Equity. See Culture and equity; Diversity and Field trips for learning in designed spaces, equity 132â135 Ethical issues, 323 active participation in museum activities, Evaluators, 54 133 recommendations for practice and advance preparation, 132â133 research for, 309â310 involvement by teachers and chaperones, Everyday and family learning activities, 2â3, 133â134 93â116, 293 reinforcement after the field trip, 134â135 about science, 47â48 Fifth Dimension after-school program, for conclusion, 115â116 learning science, 184, 186â187 media in venues and configurations for, Film 264â267 giant screen, 259â260 sample parent-child incidental science popular, 257â259 conversation, 100 Framework for Evaluating Impacts of settings for everyday learning, 95â97 Informal Science Education Projects, structuring, 49 17 what is learned in, 99â115 Frameworks who learns in everyday settings, conclusions and recommendations on 97â99 moving toward common, 304â306, Evidences of science learning, in out-of- 309â310 school/time programs, 174â187, 294, need for common, 18â20 303 Franklin, Benjamin, 45
330 Index Front-line educators, recommendations for, Heterogeneity within each venue for science 7, 308â309 learning, 49 Fun, 71 How People Learn, 34, 62 Future research needs, 310â314 conclusions and recommendations regarding, 310â314 I cumulative effects, 312 Identification with the scientific enterprise, learning by groups, organizations, and Strand 6 of the goals of science communities, 312 learning, 46â47 learning strands, 311â312 Identity media, 313â314 discursive, 114 supporting learning for diverse groups, sociocultural influences on in gender- 313 biased experiences, 221â222 tools and practices that contribute to Immersive media, 259â260 learning, 311 Immune Attack, 263 Indigenous epistemologies, 225 G Individuals with Disabilities in Education Act (IDEA), 226 Galilei, Galileo, 45 Institute of Education Sciences, 220 Games, 262, 299 Integration of knowledge and learning, Gateway, 181â182 29â41 Gender issues in culture and scientific ecological framework for understanding knowledge, 114â115, 219â223 learning across places and pursuits, sociocultural influences in gender-biased 31â41 experiences, 220â223 educational theories diagram, 38 statistical evidence of gender disparities, perspectives on informal environments 219â220 for science learning, 32â33 Gervirtz Summer Academy, 181â183 âIntelligent routines,â 37 Girls Math and Technology Program, 181 Interactivity. See also Parent-child Goals for science learning, 41â47 interactions Strand 1âdeveloping interest in science, groups of minds in, 37 43â44 while engaging in scientific reasoning, Strand 2âunderstanding science 140â141 knowledge, 44 with artifacts in the world, 37 Strand 3âengaging in scientific Interest in science, developing, as Strand reasoning, 44â45 1 of the goals of science learning, Strand 4âreflecting on science, 45â46 43â44 Strand 5âengaging in scientific practices, Internal responses, 131 46 Internet surveys, in assessment, 324â325 Strand 6âidentifying with the scientific Interviewing, in assessment, 65â66, 75, enterprise, 46â47 322â323 Groups of minds, in interaction, 37 Intuition, 34 Growth of science learning in informal Involvement by teachers and chaperones, in environments, 14â18 field trips, 133â134 âGuided participation,â 215 K H Kinetic City After School, 181, 183 Health education, in programs for adult Knowledge. See also Integration of science learning, 99, 101â102, knowledge and learning 192â194 constructing, 109
Index 331 hierarchies of, 64 Learning science in out-of-school/time âoccasionedâ explorations of, 96 programs, 174â187, 294, 303 prior, while identifying with the scientific evidences of science learning, 174â187 enterprise, 156â157 the Fifth Dimension after-school program, 186â187 learning goals for science learning L programs, 178â179 relationship between school and out-of- Learners and learning, conclusions and school programs, 176â177 recommendations regarding, Strand 1âdeveloping interest in science, 292â297 178â181 Learning. See also Integration of knowledge Strand 2âunderstanding science and learning knowledge, 181â183 conclusions and recommendations for Strand 3âengaging in scientific promoting, 2â3, 302â303 reasoning, 183 as a cultural process, 214â216 Strand 4âreflecting on science, 183â184 by groups, organizations, and Strand 5âengaging in scientific practices, communities, directions for future 184â185 research in, 312 Strand 6âidentifying with the scientific Learning science, continuum of enterprise, 185â187 environments for, 47 Learning strands. See also individual strands Learning science in designed spaces, directions for future research in, 311â312 129â161 Liberty Science Center, 72 field trips, 132â135 Lifelong, life-wide, and life-deep learning, frequency of visitor actions at interactive 28â29, 71 exhibits, 142 Literacy. See Science literacy Strand 1âdeveloping interest in science, Longitudinal studies, 71, 76, 222, 276â277 130â136 Lyceum movement, 14 Strand 2âunderstanding science knowledge, 136â139 Strand 3âengaging in scientific reasoning, 139â146 M Strand 4âreflecting on science, 146â148 The Magic School Bus, 253 Strand 5âengaging in scientific practices, Magnetic Maze, 142 148â153 Major events in informal science learning, Strand 6âidentifying with the scientific fifty years of, 16â17 enterprise, 153â161 Mathematics, Engineering, Science Learning science in informal environments, Achievement (MESA), 181â182 9â89 McClintock, Barbara, 45 about this report, 20â25 Meadowlands Environment Center, a assessment, 54â79 program for older adults, 199 emergence and growth of science Meaning-making, while engaging in learning in informal environments, scientific reasoning, 143â144 14â18 Media, 248â277 experiences in informal science learning conclusion, 277 environments, 12 a context and tool for science learning, fifty years of major events in informal 249 science learning, 16â17 designed settings, 267â271 introduction, 11â25 digital environments, 260â264 need for common frameworks, 18â20 directions for future research in, 313â314 theoretical perspectives, 27â50 educational broadcast media, 251â257 who uses media, 272â273 everyday and family learning, 264â267
332 Index giant screen film and other immersive of the Strand 2 outcome, 61â62 media, 259â260 of the Strand 3 outcome, 66 key themes, 271â272 of the Strand 4 outcome, 68â69 longitudinal and cross-media studies, of the Strand 5 outcome, 70â71 276â277 New York Hall of Science, 160, 228 media in venues and configurations, No Child Left Behind Act, 179 264â271 popular film and television, 257â259 print media, 249â250 O programs for science learning, 271 âOccasioned knowledge exploration,â 96 questions of identity, 273 Ontario Science Center, 146 science as a process, 275â276 Operation SMART, 180 significance of format, 273â275 Organization of the report, 24â25 in venues and configurations, 264â271 Outcomes. See also Methods of researching who uses media to learn science in the outcomes; Nature of the outcomes informal environments, 272â273 becoming evident at different points in Meta-analysis, 135 time, 77 Metacognition, 34â35, 63 defining appropriate, 3â5 Methods of researching the outcomes including a broad range of behaviors, 76 Strand 1 outcomes, 59â61 occurring at different scales, 77 Strand 2 outcomes, 61â62 Out-of-school/time programs Strand 3 outcomes, 67â68 evidence of science learning in, 174â187, Strand 4 outcomes, 69â70 294, 303 Strand 5 outcomes, 71â73 Ownership and outreach, of science learning Strand 6 outcomes, 75â76 in informal settings, 232â233 Monitoring, volunteer, in programs for adult science learning, 189â192, 301 Monterey Bay Aquarium, 157 Mood states, 131 P Multiple Identities Framework, 32 Parent-child interactions Museum activities, and active participation example of, 100 on field trips, 133 while engaging in scientific practices, Museum of Science, Boston, 229 149â150 Participation broadening, 5 N in museum activities on field trips, 133 People-centered lens, for understanding âNaïve theoriesâ of children, 103 learning across places and pursuits, National Aeronautics and Space 34â36 Administration, 272 âPerceptual talk,â 142 National Evaluation of Compulsory Schools, Personal commitment to action, while 229 identifying with the scientific National Geographic Society, 272 enterprise, 157â158 National Research Council, 20, 295 Personal meaning mapping, 137 National Science Board, 13 Personal stories in science, 45 National Science Foundation (NSF), 14, Perspectives on Object-Centered Learning in 16â18, 20, 23, 190, 305 Museums, 1 Native American culture, and scientific Phenomenological principles, 216 knowledge, 223â226 Physiological measures, 60 Native Waters Project, 234 Place-centered lens, for understanding Nature of the outcomes learning across places and pursuits, of the Strand 1 outcome, 58â59 36â38
Index 333 Play, 138 Raising Interest in Science and Engineering, Pleasure, 70â71 180 Popular film and television, 257â259 Recommendations, 6â7. See also Conclusions Positive and Negative Affect Schedule, 61 and recommendations; Future Positive Youth Development framework, 33 research needs Possible Selves framework, 33 for exhibit and program designers, 6, Practical epistemologies, 69â70 307â308 Practices that contribute to learning. See also for front-line educators, 7, 308â309 Scientific practices for practice and research, 306â310 directions for future research in, 311 for researchers and evaluators, 309â310 Prediction, while engaging in scientific Reflection upon science, Strand 4 of the reasoning, 144â146 goals of science learning, 45â46 Print media, 249â250 Reinforcement, after the field trip, 134â135 Problem solving, 257 Relationships. See also Cognitive Process, science as, 275â276 apprenticeships; Parent-child Program designers, recommendations for, 6, interactions 307â308 between school and out-of-school Programs for adult science learning, 187â195 programs for learning science, characteristics of adult programs, 176â177 188â189 Report parameters, 20â25 citizen science and volunteer monitoring approach and scope, 21â23 programs, 189â192 committee charge, 20â22 health education, 192â194 focus, 23â24 programs for science teachers, 194â195 organization, 24â25 Programs for older adults, 196â199, 293 Research. See also Methods of researching Explora, 199 the outcomes Meadowlands Environment Center, 199 maturing, 266 Programs for science learning, 2â3 recommendations for, 309â310 media venues and configurations for, 271 Risk communication, 250 Programs for young and old, 173â200, 291 River City, 262 conclusion, 199â200 Road Watch in the Pass, 190 learning science in out-of-school/time Rural environments, culture of, and scientific programs, 174â187, 303 knowledge, 230â232 Project Exploration, 180 Project SEE, 199 Promotion of learning, conclusions and S recommendations regarding, 2â3, Sample parent-child incidental science 302â303 conversation, in everyday settings, 100 Public Understanding of Science Program, 16 Science increasingly shaping our lives, 1 Q as a process, 275â276 technology, engineering, and Questioning mathematics (STEM), improving of identity, 273 education in, 13â14, 16â17 while engaging in scientific reasoning, Science Friday, 253â254 144â146 Science identity, building across age and background, 159â161 Science learning R as cultural, 217â218, 301â302 designing for diverse populations, Radio frequency identification tags or 233â236 transponders, 270
334 Index in informal settings for diverse Strand 1âdeveloping interest in science, populations, 232â236 58â61, 294, 311â312 ownership and outreach, 232â233 comfort, 136 Science literacy, improving, 12 excitement, 130â131 Science media. See Media interest, 131â136 Science talk, specialized, 150â151 learning in designed spaces, 130â136 Science teachers, programs for, 194â195 methods of researching Strand 1 Scientific American, 272 outcomes, 59â61 âScientific inquiry,â 139, 217 nature of the outcome, 58â59 Scientific practices, engaging in, Strand 5 of what is learned in everyday settings and the goals of science learning, 46 family activities, 100â102 Scientific reasoning, engaging in, Strand 3 while learning science in out-of-school/ of the goals of science learning, time programs, 178â181 44â45 Strand 2âunderstanding science knowledge, Scientific tools, for engaging in scientific 4, 61â66, 295, 311â312 practices, 151â152 learning in designed spaces, 136â139 Scope of report, 21â23 methods of researching Strand 2 Seafood Watch at Monterey Bay Aquarium, outcomes, 63â66 157 nature of the outcome, 61â62 Search for Life, 138 what is learned in everyday settings and Second Life, 72 family activities, 102â107 Seeing, while engaging in scientific while learning science in out-of-school/ reasoning, 141â143 time programs, 181â183 âSeeking behavior,â 58 Strand 3âengaging in scientific reasoning, 4, Self-reflections on learning, while reflecting 66â68, 295, 311â312 on science, 147â148 doing and seeing, 141â143 Sensory responses, 128 interactivity, 140â141 Service at Salado, 184â185 learning in designed spaces, 139â146 Settings for everyday learning, 95â97 meaning-making and explanation, Significance of format, 273â275 143â144 Situated/Enacted Identity, 32 methods of researching Strand 3 Social networking, 12 outcomes, 67â68 Sociocultural influences, 30â31, 35 nature of the outcome, 66 on career choices, 222â223 questioning and predicting, 144â146 in gender-biased experiences, 220â223 what is learned in everyday settings and identity issues, 221â222 family activities, 107â108 while engaging in scientific practices, while learning science in out-of-school/ 152â153 time programs, 183 Socioeconomic factors, 40 Strand 4âreflecting on science, 4, 68â70, Socioemotional selectivity theory, 197 295, 311â312 Sorting tasks, 65 learning in designed spaces, 146â148 Soviet Sputnik Program, 15â16 methods of researching Strand 4 Specialized science talk, while engaging in outcomes, 69â70 scientific practices, 150â151 nature of the outcome, 68â69 Square One TV, 253 self-reflections on learning, 147â148 Statistical evidence of gender disparities, what is learned in everyday settings and 219â220 family activities, 108â110 Stereotype threat, 221 while learning science in out-of-school/ Stimulus-response associations, in learning, time programs, 183â184 30 Strand 5âengaging in scientific practices, 4, Storytelling, 97 70â73, 295, 311â312 learning in designed spaces, 148â153
Index 335 methods of researching Strand 5 questions of identity, 273 outcomes, 71â73 science as a process, 275â276 nature of the outcome, 70â71 significance of format, 273â275 parent-child interactions, 149â150 who uses media to learn science in scientific tools, 151â152 informal environments, 272â273 social group influences, 152â153 Theoretical perspectives on learning science specialized science talk, 150â151 in informal environments, 27â50. See what is learned in everyday settings and also Educational theories diagram family activities, 110â113 conclusion, 49â50 while learning science in out-of-school/ goals of science learning, 41â47 time programs, 184â185 integrating views of knowledge and Strand 6âidentifying with the scientific learning, 29â41 enterprise, 4, 74â76, 295, 311â312 lifelong and life-wide learning, 29 agenda, 154â155 strands of informal science learning, 43 building science identity across age and venues for science learning, 47â49 background, 159â161 âTheory talk,â 110 learning in designed spaces, 153â161 Third Spaces, 32, 264 methods of researching Strand 6 3-2-1 Contact, 253, 255 outcomes, 75â76 Time as a measure of learning, in personal commitment to action, 157â158 assessment, 324 prior knowledge and experience, Tools for science learning 156â157 directions for future research in, 311 what is learned in everyday settings and for engaging in scientific practices, family activities, 113â115 151â152 while learning science in out-of-school/ media as, 249 time programs, 185â187 Trends in International Mathematics and Strands of informal science learning, 43-47, Science Study, 220 294-296 21st Century Community Learning Centers in defining appropriate outcomes, 3â5 (CCLCs), 15, 175 Success, defining, 56â58, 262â263 Support, for learning for diverse groups, directions for future research in, 313 U Unanticipated outcomes, 76â77 T Understanding of science knowledge, as Strand 2 of the goals of science Taking Science to School, 3, 42, 46, 105, 295 learning, 44 Teachers, involvement in field trips, 133â134 Urban environments, culture of, and Tech Museum of Innovation, 72 scientific knowledge, 230â232 Technical considerations in assessment, U.S. Childrenâs Television Act, 251 322â325 U.S. educational system, 13 control groups, 323 Internet survey, 324â325 interviewing groups vs. individuals, V 322â323 Validity issues, 314 time as a measure of learning, 324 Venues for science learning, 47â49 video- and audiotaping, 323â324 after-school and adult programs, 48 âTechnological novelty,â 268 configurations of, 91â206 Television, popular, 257â259 continuum of learning environments, 47 Themes regarding media, 271â272 designed environments, 48 longitudinal and cross-media studies, everyday and family learning, 47â48 276â277 heterogeneity within each venue, 49
336 Index programs for young and old, 173â200, Web 2.0 technologies, 269 291 What is learned in everyday settings and science learning in designed settings, family activities, 99â115 127â162 Strand 1âdeveloping interest in science, Video analysis, 67 100â102 Videotaping, in assessment, 141, 323â324 Strand 2âunderstanding science Virtual reality, 267â269 knowledge, 102â107 Visit Inspiration Checklist, 73 Strand 3âengaging in scientific Visitor actions, at interactive exhibits, reasoning, 107â108 frequency of, 142 Strand 4âreflecting on science, 108â110 Volunteer monitoring programs, in programs Strand 5âengaging in scientific practices, for adult science learning, 189â192, 110â113 301 Strand 6âidentifying with the scientific enterprise, 113â115 Who learns in everyday settings, 97â99, 293 W Who uses media to learn science in informal environments, 272â273 Watch Mr. Wizard, 251 Wikipedia, 12 Water Action Volunteer (WAV) Program, World fairs, 15 191â192 Watson, James, 45