Formal and informal collaborative projects: Engaging in industry with environmental awareness

Abstract

A model of a mixed formal–informal science–technology–society (STS) curriculum that incorporates collaborative projects with case studies, field trips, and formal class sessions has been developed, implemented, and assessed. The contribution of this study is threefold. One is a contribution to the growing body of knowledge on informal education. This is achieved through the establishment of constructivist relationships between formal and informal learning activities. The second contribution is the development of an innovative, collaborative, project-based approach in environmental education, in which the community at large is involved. The third contribution concerns the development, implementation, and validation of an integrated formal/informal assessment system that is tailored to the unique learning environment. Assessment of students' learning outcomes—the formal learning—is done through case studies dealing with real-life problems in the students' neighborhood or region. Experts evaluate the collaborative projects—the informal learning—in an exhibition setting. The innovative approach of integrating and assessing projects with case studies was found to be effective and attractive to students, teachers, and parents. It is therefore recommended that collaborative projects be implemented in schools to enhance the value of out-of-school experiences. © 2000 John Wiley & Sons, Inc. Sci Ed 84:95–113, 2000.