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The Challenges of Understanding Science Learning in Informal Environments
Author(s) -
Kisiel James,
Anderson David
Publication year - 2010
Publication title -
curator: the museum journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.312
H-Index - 8
eISSN - 2151-6952
pISSN - 0011-3069
DOI - 10.1111/j.2151-6952.2010.00018.x
Subject(s) - informal learning , scope (computer science) , science learning , engineering ethics , work (physics) , sociology , learning sciences , point (geometry) , informal education , key (lock) , science education , public relations , political science , pedagogy , computer science , experiential learning , higher education , engineering , mechanical engineering , geometry , mathematics , computer security , law , programming language
The National Research Council report Learning Science in Informal Environments provides a much‐needed synthesis of what research says about informal learning. LSIE makes key observations about science learning and emphasizes the challenges faced in trying to understand and document those complex processes. Yet assumptions about how—and under what conditions—people learn science are not necessarily universal constructs. Such assumptions are driven by the theoretical perspectives of the researchers, as well as the culture of the learners themselves. The limited scope of the volume prohibits it from fully addressing such cultural and historical contexts, and the subsequent implications for methodological approaches. Nevertheless, the report is an important starting point for informing educators, researchers, and policy‐makers who work with or within informal science institutions.