Erik Robelen Assistant editor and reporter for Education Week and co-author of the blog Curriculum...
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Transcript of Erik Robelen Assistant editor and reporter for Education Week and co-author of the blog Curriculum...
Erik Robelen Assistant editor and reporter for Education Week and co-author of the blog Curriculum Matters.
Learning Science Outside the Classroom
Expert Presenters:
Dr. John H. Falk is Professor of Free-Choice Science Learning and Director of the Center for Research on Lifelong STEM Learning, both at Oregon State University.
Alan J. Friedman, former director and CEO of the New York Hall of Science, consultant in museum development and science communication, and member of the National Assessment Government Board
When and Why Do People Learn Science and What Sources Do They Use?
John H. Falk, Ph.DSea Grant Professor of Free-Choice Learning
Oregon State University
Big Picture
• Learning is lifelong: 24-7-70+
• Less then 3% of life spent in formal instruction
• Traditional gatekeepers of knowledge – schools, libraries, government – no longer in total control.
• The boundaries between where, when and why we learn are disappearing
• Learning is continuous & cumulative
0 10 20 30 40 50 60 70
LIFE SPAN
11:00PM
7:00PM
3:00PM
11:00AM
7:00AM
TIM
E
MONTH
S
2 4
6
8 1
0 1
2K-12 Colle
ge
People Learn Science
• Satisfy Personal Curiosity/Interest
• On-the-Job Experience/Training
• For a Hobby
• To Support the Needs of Others (e.g., children)
• Satisfy a Need (illness, environmental problem, etc.)
• For School or other Career-Related Need
Probability of a degree in science as function of whether in 8th Grade a child expected (dark line) or didn’t expect (light line) to pursue a science career.
Science Learning Infrastructure
LEARNER
InternetPrint Media
(Books, Magazines, Newspapers
WorkplaceCommunity Organizatio
ns
Friends & Family
Electronic Media (TV, radio,
film)
Schools &Universities
Hobby Groups
“Museums”
A Review of Over 50 Studies of Afterschool Programs
• Quality afterschool programs improved school attendance, engagement in learning, test scores and grades
• Frequency and duration of afterschool participation increases benefits
• High-risk youth show the greatest benefits
Regression Analysis Predicting Science Knowledge
R2 F-value p-value Formal Education Model 0.18 209.71 < .001 Childhood Free-Choice Learn. Model 0.17 22.55 < .001 Adult Free-Choice Learning Model 0.35 51.44 < .001 Workplace Model 0.17 65.24 < .001 Privilege Model 0.20 34.65 < .001
Only statistically significant (p < .05) independent variables shown for full model. Adjusted R2 = 0.45, F = 66.52, p < .001
Conclusion• The public learns science across a lifetime, from
many places, for many reasons, most of them related to their own personal needs and interests
• Out-of-school experiences make a significant contribution to the public’s science learning
• Science learning is a never-ending cumulative process so all educators should design their educational interventions in ways that build upon prior experiences and lead to subsequent experiences
What’s Happening in Informal Science Education?
Alan J. Friedman
Consultant
Museum Development & Science Communication
Alan J. Friedman, Consultant 17
Informal Science Education
Learning during the 95% of our lives which we spend outside the formal education system
Also called “free choice learning,” because learners set their own agenda
Includes aquariums, museums, zoos, botanic gardens, and visitor centers, plus television, magazines, books, libraries, the Internet
61% of all adults visit an ISE institution at least once a year
Science Museums are the Fastest Growing Sector of the Museum World
Several new “hands-on” science museums open each year
350 now in USA alone
$1+ billion per year total budgets
177 million visits per year in USA
about 60 million visitors on school field trips
Alan J. Friedman, Consultant 19
Science-Technology Centers Share a Lot, Yet Each is Different from the Others
tryscience.org Find just
about every science museum on the planet; dozens of vetted activities from science museums for use on or off-line; in 9 languages
Alan J. Friedman, Consultant 20
CW from top left: Vancouver BC, Paris FR, Duxford UK, Richmond VA, Indianapolis, IN
Alan J. Friedman, Consultant 21
Citizenscience.org
– Individuals, families, students do data collection and analysis for real science research
Alan J. Friedman, Consultant 22
Nobelprize.org
– Exquisite simulation activities of real experiments, inspiring stories, and more
Alan J. Friedman, Consultant 23
Sciencebuddies.org
– Hundreds of inquiry science fair projects, way beyond that model volcano; career advice and more
Alan J. Friedman, Consultant 24
pbskids.org/designsquad/
– The TV show is cool, but even better are teens doing engineering for delight at school or at home
Alan J. Friedman, Consultant 25
Sciencefriday.com
– Millions listen, but even more get it through the Web, Podcasts, Blogs, Tweets ….
27,500 Inservice Teachers Take In-Depth Training in Science Museums Each Year
Museum staff know both content and pedagogy
They are used to paying attention to learners
Museums have a culture of ongoing iterative improvement
Apprenticeships for Students and Pre-Service Teachers Are Increasingly Popular
Exposure to real phenomena, scientists, technologies
Culture of inquiry, love of science and technology
Good balance of intensity, evaluation, and enjoyment, well suited to most youth
Some Connection with Formal Education Has Always Been a Feature of Informal
Education, But Should We Expect More?
For schools the use of informal learning is typically an optional “enrichment” rather than an essential piece of the core curriculum or strategy
Should informal learning prize retaining its unique differences from what happens in classrooms?
Alan J. Friedman, Consultant 29
How Should The Relationships Between Formal and Informal Education Change?
Should schools incorporate informal learning pathways in a more serious, structured, integral manner?
Should museums and other informal learning organizations redesign their programs to serve formal education more directly?
Should museums become more like schools?
Should schools become more like museums?
Alan J. Friedman, Consultant 30
The Informal Learning Realm is Well Organized—Sector by Sector.
See CAISE at www.insci.org
www.astc.org for science centers & museums
www.ips-planetarium.org for planetariums
www.aza.org for zoos and aquariums
www.publicgardens.org for botanical gardens and arboreta
www.cpb.org/aboutpb for public radio and TV
www.scienceafterschool.org for community afterschool providers
4-H.org/programs_mission_mandates/set.html for community science programs nationwide