Informal Science Settings Research Articles

A guided tour in the Geophysical and Astronomical Observatory of the University of Coimbra: setting-specific practices in an informal educational environment

ABSTRACT This paper examines the praxeology of informal educational practices (i.e. how participants produce setting-specific practices to make a tour happen) in the Geophysical and Astronomical Observatory of the University of Coimbra through close analysis of a video-recorded excerpt of a guided tour. Guided visits in informal science settings are important educational events that take place every day in many institutions. Even so, research addressing these activities in detail remains scarce. It is assumed that tours are “structured” interactions, having a stable format in which participants follow predetermined actions. Nonetheless, the results of this study show that the guided tour observed here is highly interactive, with educational practices being co-accomplished by participants (guides and students) with different levels of astronomical expertise. The present study aims to contribute to our understanding of guided tours, and in so doing shows the importance of methods for data analysis sensitive to naturally occurring events.

The Next Generation of Science Educators: Museum Volunteers

ABSTRACT There is a growing need for science educators and communicators who can support public understanding of complex science issues. Furthermore, little is known about how to nurture career aspirations for teaching science. This study examined the influence of youth volunteer experiences on career aspirations through a lens of science identity. Twenty-one participants were interviewed about high school volunteer experiences at a science museum. Data were coded for factors related to science identity (recognition, competence, and performance) and career aspirations. Results showed that the museum program contributed to the development of youth volunteers’ science identities through experiences that bolstered individuals’ science recognition, science competence, and science performance. Further analyses revealed the program’s impact on the development of individuals’ career interests in the areas of science communication and teaching. The results showed that after participating in the volunteer program, individuals indicated increased interests in communicating science to the public, teaching in informal science settings, and teaching in K-12 settings. These findings suggest that museum volunteer programs with an explicit focus on communicating science to the public may be optimal places to cultivate the next generation of science educators and communicators.

Museum Trip to Enrich Environmental Awareness and Education

Real-world knowledge via exposure activities could be positively enriched with the aid of situated learning. In a way to practice this theory and to revolutionize the educational system, this phenomenological-qualitative research was conducted to analyze how natural history museum supports the interest of STEM students towards the environmental issues. Specifically, this study ought to answer the research questions: how did natural history museum improve the interest of STEM students towards environmental issues?, what are the changes in students’ conceptions of learning environmental issues after the museum exposure?, how museums could make environmental issues seem more ‘real’ and urgent?, what opportunities the students received in meeting museum staff?, and how do students compare what they learn and how they learn environmental issues in formal and informal science settings? Data triangulation technique including observation, semi-structured questionnaire and focus group discussion was administered to 20 STEM students enrolled in a private educational institution in the Philippines through purposive-sampling during the year 2019. The results of the study showed patterns according to the students’ individual sensory experiences from the museum visit. The reports of the students were analyzed and emerged in four themes: solving environmental problems by means of education, causes and effects of environmental issues, inquiry-based learning of natural history, and interesting and realistic learning scheme. It was indicated that the natural history museum do support the interest and learning of STEM students towards environmental issues at some aspects.

Evaluation of Educator Self-Efficacy in Informal Science Centers

ABSTRACT There is increasing recognition that significant amounts of science learning take place over the course of one’s lifetime and much of this learning takes place outside of the formal educational settings. This learning is often facilitated by educators in these informal science settings. While much is known about educators in formal classroom settings, the research on informal science educators is nascent. This study aims to add to the literature through a survey of informal science educators’ levels of self-efficacy related to their work. The participants in this study (n = 400) completed a 35-item survey the survey which included 32 Likert scale questions on perceived levels of self-efficacy in different aspects of teaching in an informal science setting. When examining the results, the areas where the respondents felt less than skillful fell in areas related to facilitation and teaching about physical sciences concepts. Identifying areas where informal science educators feel less than skillful can help improve professional development opportunities by tailoring them to cover specific skills.

Green digitization: Online botanical collections data answering real‐world questions

Green digitization: Online botanical collections data answering real‐world questions

Informal Science Learning Experience for State Legislators: Influence of a Science Museum Exhibition on Legislator Knowledge of Early Childhood Issues

Despite the growth of scientific understanding of early childhood development over the past few decades, there remains a sizable gap between what scientists know about early childhood and policymakers’ use of scientific information in creating and implementing policy. Informal science institutions like museums provide opportunities to reach lay audiences. This study sought to examine the degree to which a science museum exhibition about the science of early childhood was a useful source of research information for state legislators, and whether that information informed legislators’ policy decision-making. Results highlight challenges in engaging state legislators in learning from informal science settings, but suggest increased consideration is warranted for science museums’ to use exhibitions as a way to translate and distill scientific concepts for state legislators. Though the exhibition did not have direct impact on policy decision-making, some legislators indicated it added to their cumulative knowledge on research topics pertinent to early childhood policies.

Learning to Teach Elementary Science in an Experiential, Informal Context: Culture, Learning, and Identity

Lack of time for teaching science in traditional classroom placements in the United States has led some science teacher educators to provide practice teaching time for elementary education students in informal science settings. The purposes of this study were to describe the culture of one science methods course taught in conjunction with a K–7 summer science camp and explore how the science teaching identities of three case-study students developed in this culture. Theoretical frameworks included situated learning (J. S. Brown, A. Collins, & P. Duguid, 1989), professional identity development (M. B. Brewer & W. Gardner, 1996), and a pragmatic approach to constructivist learning theory (P. Cobb, 1994). An ethnographic study was used to determine meaning from the participants’ points of view. Results indicated that preservice teacher autonomy, peer collaboration, and close relationships with children were key features of the culture of the methods course. One case-study participant with an initial identity who favored a constructivist approach found opportunities to try out this approach and learn how it might be implemented. The second case-study student began the course with only a vague sense of her own science identity and tended to adopt identity elements similar to those of peers in her group. The third case-study student appeared to experience less dissonance between her initial science teacher identity and other possible identities, enhancing her disposition to meet the needs of all diverse children.

Narrative as a learning tool in science centers: potentials, possibilities and merits

In this theoretical paper we explore the use of narrative as a learning tool in informal science settings. Specifically, the purpose of this paper is to explore how narrative can be applied to exhibits in the context of science centers to scaffold visitors science learning. In exploring this idea, we analyze the theoretical, structural and epistemological properties of narrative. In the pages that follow, we first discuss the advantages and possibilities for learning that science centers offer alongside challenges and limitations. Next, we discuss the role of narrative in science, as a tool for supporting science learning. We then continue with an analysis of the structural and epistemological properties of narrative and discuss how those can serve to establish narrative as a learning tool.

Museums, Universities & Pre-Service Teachers

Pre-service training for teachers-to-be is a fundamental missing piece of our museum-school partnership puzzle. Our museum practices can easily support common core curriculum and twenty-first century learning skills. 1 Research has long validated museums as invaluable places of learning for everyone and teacher advocates are legion. Then why are the precepts of learning from objects and in-museum teaching opportunities not yet standard ingredients in all pre-service teacher training? Research using science-related sites suggests that pre-service candidates experience profound, positive changes in their views on teaching and learning when exposed to learning in informal settings. Pre-service teacher candidates’ self-confidence about teaching science improved when informal science settings were added to elementary pre-service education. 2 Out-of-school training in nature centers and science museums showed that pre-service elementary teachers found the experience comfortable. It built confidence and promoted greater science literacy. 3 A study with aquarium staff showed that all participating secondary pre-service biology teachers “experienced profound changes in their views of what it means to teach and learn, gained confidence in their ability to teach … felt empowered as science educators following their teaching in the informal setting … (and) increased understandings of the educational theories of constructivism and of ‘teachable moments.’” 4 These are basic and shared goals with museum educators.

Recruiting Science Majors into Secondary Science Teaching: Paid Internships in Informal Science Settings

Despite the importance of recruiting highly qualified individuals into the science teaching profession, little is known about the effectiveness of particular recruitment strategies. Over 3 years, 34 college science majors and undecided students were recruited into paid internships in informal science settings to consider secondary science teaching as a career. Analysis of interns’ subsequent career plans revealed the internships were not effective in recruiting the interns into the secondary science teacher education program, although many interns thought they might consider becoming teachers later in their lives. Reasons for not pursuing teaching included continued indecisiveness, inflexibility of required plans of study, and concerns about teachers’ pay and classroom management.

Promoting Shifts in Preservice Science Teachers’ Thinking through Teaching and Action Research in Informal Science Settings

The purpose of this study was to investigate the influence of an integrated experiential learning and action research project on preservice science teachers’ developing ideas about science teaching, learning, and action research itself. The qualitative, interpretive study examined the action research of 10 master’s degree students who were involved in service learning with children in informal education settings. Results indicated that all of the participants enhanced their knowledge of children as diverse learners and the importance of prior knowledge in science learning. In-depth case studies for three of the participants indicated that two developed deeper understandings of science learners and learning. However, one participant was resistant to learning and gained more limited understandings.

Informal Science Educators’ Views about Nature of Scientific Knowledge

Publications such as Surrounded by science: Learning science in informal environments [Fenichel, M., & Schweingruber, H. A. (2010). Washington, DC: The National Academies Press] and Learning science in informal environments: People, places, and pursuits [National Research Council. (2009). Washington, DC: National Academy Press] have documented a recent trend advocating a greater awareness and value of Nature of Science (NOS), also known as Nature of Scientific Knowledge [see Lederman, N. G. (2007). Nature of science: Past, present, and future. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 831–879). Mahwah, NJ: Lawrence Erlbaum], for informal science learning experiences. However, little in the literature addresses what informal science educators know about science and, in particular, the views they have about NOS. In this study, informal science educators were asked to fill out an online version of the Views of Nature of Scientific Knowledge—Form C questionnaire [Abd-El-Khalick, F., & Lederman, N. G. (2000). The influence of history of science courses on students’ views of nature of science. Journal of Research in Science Teaching, 37(10), 1057–1095; Lederman, N. G., Schwartz, R. S., Abd-El-Khalick, F., & Bell, R. L. (2001). Preservice teachers’ understanding and teaching of nature of science: An intervention study. The Canadian Journal of Science, Mathematics, and Technology Education, 1(2), 135–160]. Along with interview responses, 20 of the fully completed questionnaires were purposefully selected to provide the data for this study. Participants were included if they were actively teaching full time to the public in informal science settings. This criterion for inclusion was utilized in order to address the lack of research about this category of individuals. The surveys underwent qualitative analysis and were coded using a scoring rubric. Overall, participants' demonstrated a strong understanding about NOS but views about the certainty of science were prevalent.

Communicating Phylogeny: Evolutionary Tree Diagrams in Museums

AbstractTree of life diagrams are graphic representations of phylogeny—the evolutionary history and relationships of lineages—and as such these graphics have the potential to convey key evolutionary ideas and principles to a variety of audiences. Museums play a significant role in teaching about evolution to the public, and tree graphics form a common element in many exhibits even though little is known about their impact on visitor understanding. How phylogenies are depicted and used in informal science settings impacts their accessibility and effectiveness in communicating about evolution to visitors. In this paper, we summarize the analysis of 185 tree of life graphics collected from museum exhibits at 52 institutions and highlight some potential implications of how trees are presented that may support or hinder visitors’ understanding about evolution. While further work is needed, existing learning research suggests that common elements among the diversity of museum trees such as the inclusion of anagenesis and absence of time and shared characters might represent potential barriers to visitor understanding.

Schools and informal science settings: collaborate, co-exist, or assimilate?

In this metalogue we build on the arguments presented by Puvirajah, Verma and Webb to discuss the nature of authentic science learning experiences in context of collaborations between schools and out-of-school time settings. We discuss the role of stakeholders in creating collaborative science learning practices and affordances of out of school time and formal science learning contexts. We contend that authentic science learning experiences are those where science learning happens within a social milieu and advocate for true collaborations between schools and informal settings in ways that emphasize the goals of the collaboration and strengths of each setting.

Teaching Newton’s Laws to Urban Middle School Students in a College-Based Science Enrichment Program

Participation in secondary physics has been shown to be limited for underrepresented students in urban school districts. This study explores an alternative means for providing physics access for city youth through the use of a university-based Saturday enrichment program for eighth grade Latino students. During a three-week unit on Newton’s laws, students engaged in inquiry-based lessons that featured hands-on tasks, probeware with handheld sensing devices, computer simulations, iPod Touch applications, and multiple representations of mechanics concepts. Students were tested pre- and post- with a modified Force Concept Inventory. Results indicated significant gains in student understanding of Newton’s laws. Implications for physics teaching and learning in urban middle schools and informal science settings are discussed.

Broadening Views of Learning: Developing Educators for the 21st Century Through an International Research Partnership at the Exploratorium and King's College London

This article describes efforts to develop educators, in both formal and informal settings, who possess theories of teaching and learning that not only encompass but, perhaps, depend on bridging institutional and contextual boundaries. It describes the experiences of The Exploratorium, a museum in San Francisco, King's College London, and the University of California Santa Cruz, in a National Science Foundation-funded project. The article begins with a discussion of the growing interest that science education decision makers and policymakers show in bridging formal and informal settings and resources to make learning in K-12 science more engaging, authentic, and conceptually rich. It then describes how CILS designed programs and partnerships to support the development of educators to have not only expanded views of learning, but also experience and facility with designing and leading programs that draw on features and affordances of both formal and informal science settings. The authors close with a discussion of the types of evidence and understanding that are required to expand and sustain educational partnerships that span formal and informal boundaries.

Mobile technologies: prospects for their use in learning in informal science settings

Abstract: Recent developments in mobile technologies have offered the potential to support learners studying a variety of subjects. In this paper we explore the possibilities related to science learners and in particular focus on science learners in informal settings and reflect on a number of recent projects in order to consider the prospects for such work. The debate on informal learning acknowledges the complexity of the area and the difficulty of defining informal learning. One view is to consider the settings in which learning takes place as a continuum from formal settings, e.g. university, to social structures, e.g. friendship groups (Sefton-Green, 2004). The literature on science learning with mobile devices at this very 'informal' end of the spectrum is currently sparse and so in the paper we reflect on some projects and possibilities across the continuum. Our main focus is how mobile devices can support informal learning in science and research possibilities. Some of the recent research on mobile learning has used an activity theoretical perspective, including one of the case studies we discuss and in the final part of the paper we highlight the influence of activity theory in helping us to consider the complexity of the learning settings Editors: Ann Jones, Agnes Kukulska-Hulme and Daisy Mwanza. Reviewers: Jocelyn Wishart (Bristol), George Roberts (Oxford Brookes), Danae Stanton Fraser (Bath).

Urban Girls’ Participation in Informal Science Settings: Playing with Identities and Borders

Urban Girls’ Participation in Informal Science Settings: Playing with Identities and Borders

Family Learning in Museums: A Bibliographic Review

ABSTRACTThe literature on family behavior in informal science settings consists primarily of observational studies of behavior, focusing on generation and gender roles and learning strategies. Much effort has been expended studying the family visit, building the foundation for further study. A question that remains is: Can we infer learning from observations of learning behavior among family members?The literature in this annotated bibliography addresses issues involved in understanding the family learning process — what a family is, why families visit museums, how they behave in museums, how they learn in museums, and measuring learning.

Learning to learn in informal science settings

Visits to museums and science centres are a part of most school science programs- but are they really learning experiences? By accompanying classes on visits and talking with the teachers and students during and after these visits, information has been gathered on the ways in which school groups currently use visits to two informal science learning settings in Sydney- a science education centre and a large museum. Comparison of the teacher and student behaviours on these visits with current views on good teaching/learning practice, reveals considerable anomalies. At the same time, reported studies of museum visitors suggest that family groups use museums for learning in ways which are quite different from the way most school groups do. Can these apparent mismatches be translated into a pathway for developing new approaches to learning in informal settings?