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From page 327... ... , 145 behaviors, 76 Adult programs, for science learning, 48, outcomes occurring at different scales, 77 188–189 perspectives, directions, and conclusions Advance preparation, for field trips, 132–133 in, 76–79 Affective engagement of science learning in informal eliciting, 61 environments, difficulties with, 55–57 emphasis on, 13, 158 types of outcomes in, 58–76 After-school programs, for science learning, unanticipated outcomes, 76–77 48. See also Out-of-school/time Assimilationist views, 213 programs Association of Science-Technology Centers, Agenda, for identifying with the scientific 72 enterprise, 154–155 Attitudes Towards Organized Science Scale American Association for the Advancement (ATOSS) Read the entire page →
From page 328... ... See also Parent-child interactions learning as a cultural process, 214–216 anthropocentrism in, 231 science learning as cultural, 217–218 curiosity of, 61, 101, 292–293 Culture and scientific knowledge, 218–232 as ethnographers, 41 gender, 219–223 "naïve theories" of, 103 native Americans, 223–226 Children's Discovery Museum, 149 people with disabilities, 226–230 Citizen science, in programs for adult urban and rural environments, 230–232 science learning, 189–192, 301 Culture-centered lens, for understanding Cognition and Technology Group at learning across places and pursuits, Vanderbilt (CTGV) , 257 38–41 Cognitive apprenticeships, 302–303 Cumulative effects, directions for future Cognitive sciences, 29–30, 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, 1–2, 20–22 fundamental, of humans, 11 Common framework conclusions and recommendations on moving toward, 304–306 D need for, 18–20 Darwin, Charles, 45 Community Collaborative Rain, Hail and Designed environments, 2, 293 Snow Network, 190 for diverse populations, 233–236 Community of Practice framework, 33 for media, 267–271 Computer use, familiarity with, 196 for science learning, 48 Conclusions and recommendations, 2–7, Developmental pathways, 93 291–314 Difficulties in assessing science learning, directions for future research, 310–314 55–57 informal environments, 297–302 Digital environments, 260–264 informal environments and K-12 schools, Disabled persons, culture of, and scientific 303–304 knowledge, 226–230 learners and learning, 292–297 Discourse analysis, 60–61 promoting learning, 2–3, 302–303 Disney's Animal Kingdom, 60, 157 recommendations for practice and Diversity and equity, 209–237, 291–292 research, 306–310 conclusion, 236–237 toward a common field, 304–306 culture and equity, 210–218 Consent, obtaining, 324 culture and scientific knowledge, "Conservation psychology," 158 218–232 Contextual Model of Learning, 32 science learning in informal settings for Control groups, in assessment, 323 diverse populations, 232–236 Read the entire page →
From page 329... ... 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, 69–70 Feedback mechanisms, 72 Equity. See Culture and equity; Diversity and Field trips for learning in designed spaces, equity 132–135 Ethical issues, 323 active participation in museum activities, Evaluators, 54 133 recommendations for practice and advance preparation, 132–133 research for, 309–310 involvement by teachers and chaperones, Everyday and family learning activities, 2–3, 133–134 93–116, 293 reinforcement after the field trip, 134–135 about science, 47–48 Fifth Dimension after-school program, for conclusion, 115–116 learning science, 184, 186–187 media in venues and configurations for, Film 264–267 giant screen, 259–260 sample parent-child incidental science popular, 257–259 conversation, 100 Framework for Evaluating Impacts of settings for everyday learning, 95–97 Informal Science Education Projects, structuring, 49 17 what is learned in, 99–115 Frameworks who learns in everyday settings, conclusions and recommendations on 97–99 moving toward common, 304–306, Evidences of science learning, in out-of- 309–310 school/time programs, 174–187, 294, need for common, 18–20 303 Franklin, Benjamin, 45 Read the entire page →
From page 330... ... See also Parent-child Goals for science learning, 41–47 interactions Strand 1 -- developing interest in science, groups of minds in, 37 43–44 while engaging in scientific reasoning, Strand 2 -- understanding science 140–141 knowledge, 44 with artifacts in the world, 37 Strand 3 -- engaging in scientific Interest in science, developing, as Strand reasoning, 44–45 1 of the goals of science learning, Strand 4 -- reflecting on science, 45–46 43–44 Strand 5 -- engaging in scientific practices, Internal responses, 131 46 Internet surveys, in assessment, 324–325 Strand 6 -- identifying with the scientific Interviewing, in assessment, 65–66, 75, enterprise, 46–47 322–323 Groups of minds, in interaction, 37 Intuition, 34 Growth of science learning in informal Involvement by teachers and chaperones, in environments, 14–18 field trips, 133–134 "Guided participation," 215 K H Kinetic City After School, 181, 183 Health education, in programs for adult Knowledge. See also Integration of science learning, 99, 101–102, knowledge and learning 192–194 constructing, 109 Read the entire page →
From page 331... ... See also individual strands Learning science in designed spaces, directions for future research in, 311–312 129–161 Liberty Science Center, 72 field trips, 132–135 Lifelong, life-wide, and life-deep learning, frequency of visitor actions at interactive 28–29, 71 exhibits, 142 Literacy. See Science literacy Strand 1 -- developing interest in science, Longitudinal studies, 71, 76, 222, 276–277 130–136 Lyceum movement, 14 Strand 2 -- understanding science knowledge, 136–139 Strand 3 -- engaging in scientific reasoning, 139–146 M Strand 4 -- reflecting on science, 146–148 The Magic School Bus, 253 Strand 5 -- engaging in scientific practices, Magnetic Maze, 142 148–153 Major events in informal science learning, Strand 6 -- identifying with the scientific fifty years of, 16–17 enterprise, 153–161 Mathematics, Engineering, Science Learning science in informal environments, Achievement (MESA) Read the entire page →
From page 332... ... , 14, Perspectives on Object-Centered Learning in 16–18, 20, 23, 190, 305 Museums, 1 Native American culture, and scientific Phenomenological principles, 216 knowledge, 223–226 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, 58–59 36–38 Read the entire page →
From page 333... ... See also Methods of researching Explora, 199 the outcomes Meadowlands Environment Center, 199 maturing, 266 Programs for science learning, 2–3 recommendations for, 309–310 media venues and configurations for, 271 Risk communication, 250 Programs for young and old, 173–200, 291 River City, 262 conclusion, 199–200 Road Watch in the Pass, 190 learning science in out-of-school/time Rural environments, culture of, and scientific programs, 174–187, 303 knowledge, 230–232 Project Exploration, 180 Project SEE, 199 Promotion of learning, conclusions and S recommendations regarding, 2–3, Sample parent-child incidental science 302–303 conversation, in everyday settings, 100 Public Understanding of Science Program, 16 Science increasingly shaping our lives, 1 Q as a process, 275–276 technology, engineering, and Questioning mathematics (STEM) , improving of identity, 273 education in, 13–14, 16–17 while engaging in scientific reasoning, Science Friday, 253–254 144–146 Science identity, building across age and background, 159–161 Science learning R as cultural, 217–218, 301–302 designing for diverse populations, Radio frequency identification tags or 233–236 transponders, 270 Read the entire page →
From page 334... ... 334 Index in informal settings for diverse Strand 1 -- developing interest in science, populations, 232–236 58–61, 294, 311–312 ownership and outreach, 232–233 comfort, 136 Science literacy, improving, 12 excitement, 130–131 Science media. See Media interest, 131–136 Science talk, specialized, 150–151 learning in designed spaces, 130–136 Science teachers, programs for, 194–195 methods of researching Strand 1 Scientific American, 272 outcomes, 59–61 "Scientific inquiry," 139, 217 nature of the outcome, 58–59 Scientific practices, engaging in, Strand 5 of what is learned in everyday settings and the goals of science learning, 46 family activities, 100–102 Scientific reasoning, engaging in, Strand 3 while learning science in out-of-school/ of the goals of science learning, time programs, 178–181 44–45 Strand 2 -- understanding science knowledge, Scientific tools, for engaging in scientific 4, 61–66, 295, 311–312 practices, 151–152 learning in designed spaces, 136–139 Scope of report, 21–23 methods of researching Strand 2 Seafood Watch at Monterey Bay Aquarium, outcomes, 63–66 157 nature of the outcome, 61–62 Search for Life, 138 what is learned in everyday settings and Second Life, 72 family activities, 102–107 Seeing, while engaging in scientific while learning science in out-of-school/ reasoning, 141–143 time programs, 181–183 "Seeking behavior," 58 Strand 3 -- engaging in scientific reasoning, 4, Self-reflections on learning, while reflecting 66–68, 295, 311–312 on science, 147–148 doing and seeing, 141–143 Sensory responses, 128 interactivity, 140–141 Service at Salado, 184–185 learning in designed spaces, 139–146 Settings for everyday learning, 95–97 meaning-making and explanation, Significance of format, 273–275 143–144 Situated/Enacted Identity, 32 methods of researching Strand 3 Social networking, 12 outcomes, 67–68 Sociocultural influences, 30–31, 35 nature of the outcome, 66 on career choices, 222–223 questioning and predicting, 144–146 in gender-biased experiences, 220–223 what is learned in everyday settings and identity issues, 221–222 family activities, 107–108 while engaging in scientific practices, while learning science in out-of-school/ 152–153 time programs, 183 Socioeconomic factors, 40 Strand 4 -- reflecting on science, 4, 68–70, Socioemotional selectivity theory, 197 295, 311–312 Sorting tasks, 65 learning in designed spaces, 146–148 Soviet Sputnik Program, 15–16 methods of researching Strand 4 Specialized science talk, while engaging in outcomes, 69–70 scientific practices, 150–151 nature of the outcome, 68–69 Square One TV, 253 self-reflections on learning, 147–148 Statistical evidence of gender disparities, what is learned in everyday settings and 219–220 family activities, 108–110 Stereotype threat, 221 while learning science in out-of-school/ Stimulus-response associations, in learning, time programs, 183–184 30 Strand 5 -- engaging in scientific practices, 4, Storytelling, 97 70–73, 295, 311–312 learning in designed spaces, 148–153 Read the entire page →
From page 335... ... , 15, 175 Success, defining, 56–58, 262–263 Support, for learning for diverse groups, directions for future research in, 313 U Unanticipated outcomes, 76–77 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, 133–134 Urban environments, culture of, and Tech Museum of Innovation, 72 scientific knowledge, 230–232 Technical considerations in assessment, U.S. Children's Television Act, 251 322–325 U.S. Read the entire page →
From page 336... ... 336 Index programs for young and old, 173–200, Web 2.0 technologies, 269 291 What is learned in everyday settings and science learning in designed settings, family activities, 99–115 127–162 Strand 1 -- developing interest in science, Video analysis, 67 100–102 Videotaping, in assessment, 141, 323–324 Strand 2 -- understanding science Virtual reality, 267–269 knowledge, 102–107 Visit Inspiration Checklist, 73 Strand 3 -- engaging in scientific Visitor actions, at interactive exhibits, reasoning, 107–108 frequency of, 142 Strand 4 -- reflecting on science, 108–110 Volunteer monitoring programs, in programs Strand 5 -- engaging in scientific practices, for adult science learning, 189–192, 110–113 301 Strand 6 -- identifying with the scientific enterprise, 113–115 Who learns in everyday settings, 97–99, 293 W Who uses media to learn science in informal environments, 272–273 Watch Mr. Wizard, 251 Wikipedia, 12 Water Action Volunteer (WAV) Read the entire page →

From page 327...

... , 145 behaviors, 76 Adult programs, for science learning, 48, outcomes occurring at different scales, 77 188–189 perspectives, directions, and conclusions Advance preparation, for field trips, 132–133 in, 76–79 Affective engagement of science learning in informal eliciting, 61 environments, difficulties with, 55–57 emphasis on, 13, 158 types of outcomes in, 58–76 After-school programs, for science learning, unanticipated outcomes, 76–77 48. See also Out-of-school/time Assimilationist views, 213 programs Association of Science-Technology Centers, Agenda, for identifying with the scientific 72 enterprise, 154–155 Attitudes Towards Organized Science Scale American Association for the Advancement (ATOSS)

Read the entire page →

From page 328...

... See also Parent-child interactions learning as a cultural process, 214–216 anthropocentrism in, 231 science learning as cultural, 217–218 curiosity of, 61, 101, 292–293 Culture and scientific knowledge, 218–232 as ethnographers, 41 gender, 219–223 "naïve theories" of, 103 native Americans, 223–226 Children's Discovery Museum, 149 people with disabilities, 226–230 Citizen science, in programs for adult urban and rural environments, 230–232 science learning, 189–192, 301 Culture-centered lens, for understanding Cognition and Technology Group at learning across places and pursuits, Vanderbilt (CTGV) , 257 38–41 Cognitive apprenticeships, 302–303 Cumulative effects, directions for future Cognitive sciences, 29–30, 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, 1–2, 20–22 fundamental, of humans, 11 Common framework conclusions and recommendations on moving toward, 304–306 D need for, 18–20 Darwin, Charles, 45 Community Collaborative Rain, Hail and Designed environments, 2, 293 Snow Network, 190 for diverse populations, 233–236 Community of Practice framework, 33 for media, 267–271 Computer use, familiarity with, 196 for science learning, 48 Conclusions and recommendations, 2–7, Developmental pathways, 93 291–314 Difficulties in assessing science learning, directions for future research, 310–314 55–57 informal environments, 297–302 Digital environments, 260–264 informal environments and K-12 schools, Disabled persons, culture of, and scientific 303–304 knowledge, 226–230 learners and learning, 292–297 Discourse analysis, 60–61 promoting learning, 2–3, 302–303 Disney's Animal Kingdom, 60, 157 recommendations for practice and Diversity and equity, 209–237, 291–292 research, 306–310 conclusion, 236–237 toward a common field, 304–306 culture and equity, 210–218 Consent, obtaining, 324 culture and scientific knowledge, "Conservation psychology," 158 218–232 Contextual Model of Learning, 32 science learning in informal settings for Control groups, in assessment, 323 diverse populations, 232–236

Read the entire page →

From page 329...

... 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, 69–70 Feedback mechanisms, 72 Equity. See Culture and equity; Diversity and Field trips for learning in designed spaces, equity 132–135 Ethical issues, 323 active participation in museum activities, Evaluators, 54 133 recommendations for practice and advance preparation, 132–133 research for, 309–310 involvement by teachers and chaperones, Everyday and family learning activities, 2–3, 133–134 93–116, 293 reinforcement after the field trip, 134–135 about science, 47–48 Fifth Dimension after-school program, for conclusion, 115–116 learning science, 184, 186–187 media in venues and configurations for, Film 264–267 giant screen, 259–260 sample parent-child incidental science popular, 257–259 conversation, 100 Framework for Evaluating Impacts of settings for everyday learning, 95–97 Informal Science Education Projects, structuring, 49 17 what is learned in, 99–115 Frameworks who learns in everyday settings, conclusions and recommendations on 97–99 moving toward common, 304–306, Evidences of science learning, in out-of- 309–310 school/time programs, 174–187, 294, need for common, 18–20 303 Franklin, Benjamin, 45

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From page 330...

... See also Parent-child Goals for science learning, 41–47 interactions Strand 1 -- developing interest in science, groups of minds in, 37 43–44 while engaging in scientific reasoning, Strand 2 -- understanding science 140–141 knowledge, 44 with artifacts in the world, 37 Strand 3 -- engaging in scientific Interest in science, developing, as Strand reasoning, 44–45 1 of the goals of science learning, Strand 4 -- reflecting on science, 45–46 43–44 Strand 5 -- engaging in scientific practices, Internal responses, 131 46 Internet surveys, in assessment, 324–325 Strand 6 -- identifying with the scientific Interviewing, in assessment, 65–66, 75, enterprise, 46–47 322–323 Groups of minds, in interaction, 37 Intuition, 34 Growth of science learning in informal Involvement by teachers and chaperones, in environments, 14–18 field trips, 133–134 "Guided participation," 215 K H Kinetic City After School, 181, 183 Health education, in programs for adult Knowledge. See also Integration of science learning, 99, 101–102, knowledge and learning 192–194 constructing, 109

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From page 331...

... See also individual strands Learning science in designed spaces, directions for future research in, 311–312 129–161 Liberty Science Center, 72 field trips, 132–135 Lifelong, life-wide, and life-deep learning, frequency of visitor actions at interactive 28–29, 71 exhibits, 142 Literacy. See Science literacy Strand 1 -- developing interest in science, Longitudinal studies, 71, 76, 222, 276–277 130–136 Lyceum movement, 14 Strand 2 -- understanding science knowledge, 136–139 Strand 3 -- engaging in scientific reasoning, 139–146 M Strand 4 -- reflecting on science, 146–148 The Magic School Bus, 253 Strand 5 -- engaging in scientific practices, Magnetic Maze, 142 148–153 Major events in informal science learning, Strand 6 -- identifying with the scientific fifty years of, 16–17 enterprise, 153–161 Mathematics, Engineering, Science Learning science in informal environments, Achievement (MESA)

Read the entire page →

From page 332...

... , 14, Perspectives on Object-Centered Learning in 16–18, 20, 23, 190, 305 Museums, 1 Native American culture, and scientific Phenomenological principles, 216 knowledge, 223–226 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, 58–59 36–38

Read the entire page →

From page 333...

... See also Methods of researching Explora, 199 the outcomes Meadowlands Environment Center, 199 maturing, 266 Programs for science learning, 2–3 recommendations for, 309–310 media venues and configurations for, 271 Risk communication, 250 Programs for young and old, 173–200, 291 River City, 262 conclusion, 199–200 Road Watch in the Pass, 190 learning science in out-of-school/time Rural environments, culture of, and scientific programs, 174–187, 303 knowledge, 230–232 Project Exploration, 180 Project SEE, 199 Promotion of learning, conclusions and S recommendations regarding, 2–3, Sample parent-child incidental science 302–303 conversation, in everyday settings, 100 Public Understanding of Science Program, 16 Science increasingly shaping our lives, 1 Q as a process, 275–276 technology, engineering, and Questioning mathematics (STEM) , improving of identity, 273 education in, 13–14, 16–17 while engaging in scientific reasoning, Science Friday, 253–254 144–146 Science identity, building across age and background, 159–161 Science learning R as cultural, 217–218, 301–302 designing for diverse populations, Radio frequency identification tags or 233–236 transponders, 270

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From page 334...

... 334 Index in informal settings for diverse Strand 1 -- developing interest in science, populations, 232–236 58–61, 294, 311–312 ownership and outreach, 232–233 comfort, 136 Science literacy, improving, 12 excitement, 130–131 Science media. See Media interest, 131–136 Science talk, specialized, 150–151 learning in designed spaces, 130–136 Science teachers, programs for, 194–195 methods of researching Strand 1 Scientific American, 272 outcomes, 59–61 "Scientific inquiry," 139, 217 nature of the outcome, 58–59 Scientific practices, engaging in, Strand 5 of what is learned in everyday settings and the goals of science learning, 46 family activities, 100–102 Scientific reasoning, engaging in, Strand 3 while learning science in out-of-school/ of the goals of science learning, time programs, 178–181 44–45 Strand 2 -- understanding science knowledge, Scientific tools, for engaging in scientific 4, 61–66, 295, 311–312 practices, 151–152 learning in designed spaces, 136–139 Scope of report, 21–23 methods of researching Strand 2 Seafood Watch at Monterey Bay Aquarium, outcomes, 63–66 157 nature of the outcome, 61–62 Search for Life, 138 what is learned in everyday settings and Second Life, 72 family activities, 102–107 Seeing, while engaging in scientific while learning science in out-of-school/ reasoning, 141–143 time programs, 181–183 "Seeking behavior," 58 Strand 3 -- engaging in scientific reasoning, 4, Self-reflections on learning, while reflecting 66–68, 295, 311–312 on science, 147–148 doing and seeing, 141–143 Sensory responses, 128 interactivity, 140–141 Service at Salado, 184–185 learning in designed spaces, 139–146 Settings for everyday learning, 95–97 meaning-making and explanation, Significance of format, 273–275 143–144 Situated/Enacted Identity, 32 methods of researching Strand 3 Social networking, 12 outcomes, 67–68 Sociocultural influences, 30–31, 35 nature of the outcome, 66 on career choices, 222–223 questioning and predicting, 144–146 in gender-biased experiences, 220–223 what is learned in everyday settings and identity issues, 221–222 family activities, 107–108 while engaging in scientific practices, while learning science in out-of-school/ 152–153 time programs, 183 Socioeconomic factors, 40 Strand 4 -- reflecting on science, 4, 68–70, Socioemotional selectivity theory, 197 295, 311–312 Sorting tasks, 65 learning in designed spaces, 146–148 Soviet Sputnik Program, 15–16 methods of researching Strand 4 Specialized science talk, while engaging in outcomes, 69–70 scientific practices, 150–151 nature of the outcome, 68–69 Square One TV, 253 self-reflections on learning, 147–148 Statistical evidence of gender disparities, what is learned in everyday settings and 219–220 family activities, 108–110 Stereotype threat, 221 while learning science in out-of-school/ Stimulus-response associations, in learning, time programs, 183–184 30 Strand 5 -- engaging in scientific practices, 4, Storytelling, 97 70–73, 295, 311–312 learning in designed spaces, 148–153

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From page 335...

... , 15, 175 Success, defining, 56–58, 262–263 Support, for learning for diverse groups, directions for future research in, 313 U Unanticipated outcomes, 76–77 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, 133–134 Urban environments, culture of, and Tech Museum of Innovation, 72 scientific knowledge, 230–232 Technical considerations in assessment, U.S. Children's Television Act, 251 322–325 U.S.

Read the entire page →

From page 336...

... 336 Index programs for young and old, 173–200, Web 2.0 technologies, 269 291 What is learned in everyday settings and science learning in designed settings, family activities, 99–115 127–162 Strand 1 -- developing interest in science, Video analysis, 67 100–102 Videotaping, in assessment, 141, 323–324 Strand 2 -- understanding science Virtual reality, 267–269 knowledge, 102–107 Visit Inspiration Checklist, 73 Strand 3 -- engaging in scientific Visitor actions, at interactive exhibits, reasoning, 107–108 frequency of, 142 Strand 4 -- reflecting on science, 108–110 Volunteer monitoring programs, in programs Strand 5 -- engaging in scientific practices, for adult science learning, 189–192, 110–113 301 Strand 6 -- identifying with the scientific enterprise, 113–115 Who learns in everyday settings, 97–99, 293 W Who uses media to learn science in informal environments, 272–273 Watch Mr. Wizard, 251 Wikipedia, 12 Water Action Volunteer (WAV)

Read the entire page →

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Index Pages 327-336

Index
Pages 327-336