Learning Science beyond the Classroom

Abstract

Science education reform documents call for science to be taught in the manner that students learn best, by conducting hands-on, engaging investigations using simple everyday materials. Often overlooked in the redesign of science education, informal science learning environments such as science centers, museums, and zoos provide students with captivating science experiences that can be related closely to curricular objectives. In this article I examine a cross-section of craft knowledge and research-based literature on science learning beyond the classroom, describe informal science education programs, and discuss implications for enhanced science teaching. The article focuses on the importance of informal science learning experiences, in the context of a variety of out-of-school science environments, for children and for in-service and preservice teachers. Informal science education environments provide students with unique, engaging science learning opportunities and classroom teachers with a wealth of science teaching resources. A model for enhanced school/informal science education and for school-level policy change is proposed.

Integration of Play, Learning, and Experience: What Museums Afford Young Visitors

“…Furthermore, museums can be contexts of informal learning for science. Both teachers and children engage in autonomous, yet structured, learning that is fueled by interest and choice (Ramey-Gassert 1997). Activities that promote the perception of choice and contexts that afford learnerst the opportunity to pursue their interests enhance intrinsic motivation to learn Ryan 1985, 2000).…”

Innovative new methods. From theory to practice

“…One of the reasons to start teaching science early is because they are thinking about nature and enjoy observing it. (Eshach & Fried, 2005;Ramey-Gassert, 1997). Also it is known and prouved their motivation to explore the world and everything around them.…”

Incorporating museum experience into an in-service programme for science and technology teachers in Taiwan

“…Universities, schools, and informal education institutes are the three main providers of teacher education programmes (Ramey-Gassert 1997). Sometimes, these institutes may collaborate in order to develop innovative programmes for pre-and in-service teachers.…”