scholarly journals Engaging migrant and refugee communities in non-formal science learning spaces

2020 ◽  
Vol 19 (04) ◽  
pp. R01
Author(s):  
Autumn Brown ◽  
Joseph Roche ◽  
Mairéad Hurley
Keyword(s):  
Science Learning ◽  
Institutional Policy ◽  
Informal Science ◽  
Learning Spaces ◽  
Informal Science Learning ◽  
Science Practice ◽  
Civil Unrest ◽  
Inclusive Practice ◽  
Science Centres ◽  
Formal Science

In this era of pandemics, economic crises and civil unrest, science centres and museums have an opportunity to become truly relevant resources to society. This paper summarises a number of critical lessons from the PISEA International Symposium, a conference held the at the Austrian Museum of Folk Life and Folk Art in Vienna from the 17th–18th of October 2019. The purpose of this event was to share, learn, and discuss ways in which engagement with migrants and refugee populations might be improved within informal science learning spaces. Issues around integration, inclusive art-science practice, and shifting institutional policy and language were all explored. This paper also calls for the committed reform of informal science spaces, and a renewed commitment to responsive, equitable, and inclusive practice.

scholarly journals Informal Science Contexts: Implications for Formal Science Learning

2012 ◽  
Vol 5 (2) ◽  
pp. 55-72 ◽  
Author(s):  
Anila Asghar
Keyword(s):  
Scientific Literacy ◽  
Science Learning ◽  
Informal Science ◽  
Informal Science Learning ◽  
Theoretical Perspectives ◽  
Formal Science ◽  
K 12 ◽  
University Settings ◽  
Analytical Tools ◽  
Informal Settings

This article illuminates the affordances of informal science learning to promote scientific literacy. It also discusses the ways in which informal learning environments can be creatively employed to enhance science instruction in K-12 as well as university settings. Also offered are various theoretical perspectives that serve as useful analytical tools to understand science learning in formal as well as informal settings.

scholarly journals Measuring the long-term effects of informal science education experiences: challenges and potential solutions

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Nancy L. Staus ◽  
John H. Falk ◽  
Aaron Price ◽  
Robert H. Tai ◽  
Lynn D. Dierking
Keyword(s):  
Science Learning ◽  
Longitudinal Research ◽  
Informal Science Education ◽  
Informal Science ◽  
Long Term Effects ◽  
Science Center ◽  
Informal Science Learning ◽  
Learner Outcomes ◽  
Key Issues

AbstractDespite the fact that most science learning takes place outside of school, little is known about how engagement in informal science learning (ISL) experiences affects learners’ knowledge, skill development, interest, or identities over long periods of time. Although substantial ISL research has documented short-term outcomes such as the learning that takes place during a science center visit, research suggests that the genuine benefits of informal experiences are long-term transformations in learners as they pursue a “cascade” of experiences subsequent to the initial educational event. However, a number of major methodological challenges have limited longitudinal research projects investigating the long-term effects of ISL experiences. In this paper we identify and address four key issues surrounding the critical but challenging area of how to study and measure the long-term effects or impacts of ISL experiences: attribution, attrition, data collection, and analytic approaches. Our objective is to provide guidance to ISL researchers wishing to engage in long-term investigations of learner outcomes and to begin a dialogue about how best to address the numerous challenges involved in this work.

Applications of Augmented Reality in Informal Science Learning Sites: a Review

2018 ◽  
Vol 27 (5) ◽  
pp. 433-447 ◽  
Author(s):  
Eric E. Goff ◽  
Kelly Lynn Mulvey ◽  
Matthew J. Irvin ◽  
Adam Hartstone-Rose
Keyword(s):  
Augmented Reality ◽  
Science Learning ◽  
Informal Science ◽  
Informal Science Learning
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