scholarly journals Research-based exhibition development: Illustrating the invisible nanoworld

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Antti Laherto
Keyword(s):  
Informal Learning ◽  
Research Literature ◽  
Informal Learning Environments ◽  
Educational Role ◽  
Scale Models ◽  
Science Centre ◽  
Science Centres ◽  
Nanoscale Science ◽  
Educational Reconstruction

Informal learning environments such as exhibitions in museums and science centres have the potential to promote public engagement in the societally important fields of nanoscience and nanotechnology (NST). This study contributes to research-based development of an NST exhibition by mapping educational, communicational and museographical challenges in illustrating nanoscale science. For the methodological framework, the study employs a previously suggested model based on the Model of Educational Reconstruction. Potential visitors’ perspectives were analysed by reviewing research literature on NST learning, and by interviewing science centre visitors. On the basis of the results, the study suggests strategies for illustrating the nanoscale in an exhibition: ways of supporting visitors’ scale conceptualisation, presenting images and visualisations deliberately, and using scale models and macroscopic analogies. The study examines how the educational role of science centres may be enhanced by informing exhibition development with visitor-oriented research.

How to become a beekeeper: learning and skill in managing honeybees

2016 ◽  
Vol 25 (1) ◽  
pp. 31-47 ◽  
Author(s):  
Emily Caroline Adams
Keyword(s):  
United Kingdom ◽  
Informal Learning ◽  
Learning Environments ◽  
Formal Education ◽  
Animal Husbandry ◽  
Ethnographic Research ◽  
Informal Learning Environments ◽  
The United Kingdom ◽  
Formal And Informal Learning

Beekeeping is a highly skilled form of animal husbandry that dates back to centuries. It has become a popular hobby in the United Kingdom, but as an activity has rarely featured in geographical research. In this article, I present beekeeping as an interesting site of study for cultural geographers interested in enskilment processes, education and expertise. This article draws on in-depth ethnographic research with a community of hobby beekeepers in Lancashire, United Kingdom, to give a detailed analysis of the enskilment process of novice beekeepers, how this process is being shaped and influenced by a trend towards increasingly formal education tools within the community, and what this means for those interested in the power of skilled practice and expertise. In doing so, it explores issues around formal and informal learning environments, the role of social context in shaping learning, the power of government advice, and it illustrates the complexity introduced by close engagement with an insect.

scholarly journals Are museums places where science and society can really engage in a dialogue? A positive example related to the rubbish emergency in the Campania region

2008 ◽  
Vol 07 (01) ◽  
pp. C03
Author(s):  
Luigi Amodio
Keyword(s):  
Informal Learning ◽  
General Public ◽  
Science And Society ◽  
Italian Region ◽  
Health Crisis ◽  
Campania Region ◽  
Public Media ◽  
Formal And Informal Learning ◽  
Science Centre ◽  
Science Centres

Science musums and science centres are wonderful places to host, support and mediate the dialogue between science and society. In fact, they are a natural crossroad where scientists, general public, media and insitutions for formal and informal learning meet. During the recent political and health crisis concerning the rubbish treatment in the Italian region of Campania, the science centre "Città della Scienza" has promoted an unusual dialogue between citizens and scientists.

scholarly journals Pedagogical considerations when educators and researchers design a controversy-based educational programme in a science centre

2020 ◽  
Vol 16 (1) ◽  
pp. 84-100
Author(s):  
Ingrid Eikeland ◽  
Merethe Frøyland
Keyword(s):  
Educational Programme ◽  
Emotional Engagement ◽  
Science And Society ◽  
Wrong Answer ◽  
Sound Recordings ◽  
Hands On ◽  
Upper Secondary ◽  
Science Centre ◽  
Science Centres

This article reports from a 1,5 yearlong co-design process where mainly one researcher and four science centre educators collaboratively designed a controversy-based educational programme for upper secondary school in a Norwegian science centre. Its aim was to contribute to our understanding of the transition in science centres from embracing neutral, science facts, to invite visitors to discuss and think critically about contemporary issues. The data for this study consists of sound recordings from one group interview, eight workshops and three informal meetings. In the analysis, we identified barriers related to both choosing a controversial issue and choosing pedagogical activities. For example, to address an issue that was both science and society based, and finding ways to engage students in discussion. Based on our findings, we recommend paying special attention to the role of sparking students’ emotional engagement, the aspect of no right or wrong answer, and the balance between hands-on activity and dialogue when designing controversy-based activities in these institutions.

Role of Mentorship and Reflection in Leading Learning Through Making

2021 ◽  
pp. 148-164
Author(s):  
Jennifer V. Lock ◽  
Kristi-Mari Fedorko-Bartos ◽  
Kristal Louise Turner ◽  
Kathy Wise
Keyword(s):  
Informal Learning ◽  
Learning Environments ◽  
Pilot Project ◽  
Reflective Process ◽  
Informal Learning Environments ◽  
Self Study ◽  
Formal And Informal Learning ◽  
P 16 ◽  
Study Methodology

There is a growing trend of learning through making in P-16 education in both formal and informal learning environments. In the informal learning environments, who provides support and mentorship for learning through making? In this chapter, the authors report on a maker mentor pilot project using a self-study methodology. This initiative was designed to develop knowledge and skills using a mentoring approach to support learning through making with pre-service and in-service teachers, and to model reflective practice. Using a reflective process, they share insights into the work of maker mentors, what worked well, as well as recommendations to enhance this mentoring initiative. They conclude with three implications for practice in support of the role of maker mentors.

Psychological empowerment as an antecedent of workplace learning: A study in the context of SMEs in Pakistan

2019 ◽  
Vol 12 (2) ◽  
Author(s):  
Syed Tanveer Hussain Shah ◽  
Syed Mohsin Ali Shah ◽  
Junaid Athar Khan
Keyword(s):  
Informal Learning ◽  
Workplace Learning ◽  
Structural Equation ◽  
Psychological Empowerment ◽  
Self Determination ◽  
Primary Data ◽  
Equation Modeling ◽  
Formal Learning ◽  
Important Form

A very important aspect of HRD research is Workplace Learning (WPL). WPL is very important considering its role in the development of skills and abilities of employees. Since employees are a crucial asset for organizations to achieve competitive advantage. Therefore, organizations must ensure continuous learning of their employees. This research was aimed at the investigation of the antecedent role of Psychological Empowerment (PE) for WPL. Using a quantitative approach, primary data was collected from 241 employees of 153 SMEs in Pakistan. Data was analyzed through Structural Equation Modeling (SEM) by using PLS-SEM. The results of the study indicated that PE did play the role of an antecedent of WPL. Furthermore, Informal learning appeared as the most important form of WPL, followed by incidental and formal learning in SMEs in Pakistan. Keywords: Psychological empowerment; self-efficacy; workplace learning; self-determination; PLS-SEM.

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