Learning Science in Informal Contexts – Epistemological Perspectives and Paradigms

Abstract

The term “learning” means different things to different people. There is not a single comprehensive definition of learning in the field of science education or in other disciplines. Rather different definitions and views suit different contexts, worldviews, and research questions. Definitions of learning are strongly aligned with researcher paradigms, embedded in their ontology (belief about the nature of truth and reality) and epistemology (belief about how knowledge comes into being). What one believes about the nature of truth and the nature of knowledge are key influences on one’s definition of learning and what counts as learning in the museum or in any other context. Moreover, values are embedded within paradigm and epistemological stance, thus what one values profoundly shapes and influences how one sees the world. This is particularly true of educators and researchers, since what one values about learning and knowledge profoundly influences the way in which education is practiced and the aspects of learning that become the focus of research studies. This is the case in the field of informal science education.