Relevance of Non-Formal Education in Science Education

Tolppanen, Sakari; Vartiainen, Jenni; Ikävalko, Veli-Matti; Aksela, Maija

doi:10.1007/978-94-6300-175-5_18

Cited by 13 publications

(13 citation statements)

References 29 publications

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“…Estos clubes son actividades de educación no formal con algunas diferencias con la educación formal. Las principales desemejanzas, compartidas con la mayoría de actividades de educación no formal (TOLPPANEN et al, 2015) son que: se realizan de manera independiente de un currículo, no hay actividades de evaluación calificadora, los participantes son voluntarios y la actividad se desarrolla en grupos reducidos. Se considera que este tipo de actividades, debido a sus características, pueden aportar beneficios académicos y sociales, como por ejemplo promover la motivación entre los participantes así como la confianza en sí mismos (TOLPPANEN et al, 2015).…”

Section: Bibliotecas Clubs De Lectura Y Educación No Formalunclassified

Acercar la ciencia a los jóvenesa a través de las novelas: la experiencia de un club de lectura

Pau-Custodio

Márquez

2020

Interfaces da Educ.

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En este artículo se presenta la experiencia de un club de lectura juvenil que pretende contribuir a la alfabetización científica desde la educación no formal (bibliotecas públicas) partiendo de la siguiente premisa: la lectura y problematización de novelas de ficción realista, en las que la intriga está relacionada con temáticas socio-científicas, puede promover la aproximación de los jóvenes a estas temáticas ayudándoles a interpretar el mundo real. Concretamente, se presentan tres de las novelas utilizadas, así como el análisis del tipo de justificaciones que los participantes verbalizaron durante el debate del club de lectura. Los resultados muestran que los participantes se involucraron en la actividad utilizando de manera integrada justificaciones de diversos tipos (ej. científicas, sociales, y éticas). Concluimos que la lectura de este tipo de novelas puede promover este acercamiento a las temáticas socio-científicas aunque para lograrlo será muy importante la intervención didáctica construida alrededor de la novela, promovida en este caso por la dinamizadora del club de lectura.

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Section: Bibliotecas Clubs De Lectura Y Educación No Formalunclassified

Acercar la ciencia a los jóvenesa a través de las novelas: la experiencia de un club de lectura

Pau-Custodio

Márquez

2020

Interfaces da Educ.

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“…The relevance of non-formal science education has gained little scientific interest, but e.g. Tolppanen et al (2015) have analysed the relevance of nonformal STEM education in Finland, and found that non-formal, out-of-school science education can be relevant for the students individually, vocationally and societally, and relevance should be taken into account when designing science education for high ability students.…”

Section: The Relevance Of Science Educationmentioning

confidence: 99%

“…In addition, the students may be unaware of their learning as learning may be informal: it is invisible, the learned knowledge is tacit and difficult to explain in detail (Eraut, 2004). However, assessing the relevance of non-formal science education might not be possible by analysing learning experiences, but those educational activities should be evaluated in their entirety (Tolppanen et al, 2015).…”

Section: Possibilities To Make Biology Olympiad Training Relevant Formentioning

confidence: 99%

“…The decline of interest and engagement in science as well as growing need of skilled scientists have aroused concern in many Western countries (Osborne, Simon, & Collins, 2003;Vihma & Aksela, 2014). Non-formal, out-of-school education might help to engage young students to math and science (STEM) careers (Tolppanen, Vartiainen, Ikävalko, & Aksela, 2015;Vihma & Aksela, 2014) and understand scientific inquiry (Antink-Meyer, Bartos, Lederman, & Lederman, 2016). The development of non-formal education is also promoted by the European Union (European Union, 2015).…”

Section: Introductionmentioning

confidence: 99%

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The relevance of non-formal Biology Olympiad training for upper secondary school students

Mutanen

Aksela

2018

LUMAT

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Science competitions, such as the International Biology Olympiad, are non-formal education targeted to upper secondary school students with high abilities. However, there is little knowledge about what is the relevance of training for a science competition. In this study, Finnish Biology Olympiad training participants were researched in the context of relevance of science education. In total, 28 students filled in questionnaires and participated in interviews. It was found out that the students experienced the training to be especially individually relevant for them, and there was no significant difference between genders. Based on the results, vocational and societal topics should be taken into more account in designing Olympiad trainings.

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“…Therefore, providing young children with a platform to explore and find answers to their questions is very relevant for this age group (Tolppanen, Vartiainen, Ikävalko, & Aksela, 2015). However, parents' attitudes towards science play an important role in the development of their children's future attitudes (Jeynes 2005, Alexander, Johnson, & Kelley, 2012.…”

Section: Virtual Learning Environments Within the Luma Ecosystemmentioning

confidence: 99%

New Ways to Teach and Learn in China and Finland

Niemi¹,

Jia

2016

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In 2014, the Ministry of Education of the People's Republic of China and the Ministry of Education and Culture of Finland signed the Learning Garden agreement with the intention to establish synergies among various projects and agents involved in Sino-Finnish education cooperation. The University of Helsinki has promoted cooperation with Chinese universities as one of its strategic aims. In late 2014, the mutual understanding between the University of Helsinki and Peking University was updated and signed, and in November 2015 the University of Helsinki and Beijing Normal University decided to establish the joint Sino-Finnish Learning Innovation Institute for cooperation in educational issues in both countries. The editors and authors of this book want to thank the ministries of both countries for the important initiative and for their systematic cooperation. This book is a product of a research collaboration between Chinese and Finnish researchers, especially in the area of educational technology. During the last two years, researchers have held several joint symposiums and conferences in both Peking and Helsinki. It has been amazing how much we have learned from one another despite the vastly different scales of our two countries. All authors are very grateful to their own universities for providing an opportunity for inspiring international collaboration. The Finnish researchers also want to thank the Finnish funding agencies, the National Agency for Technology and Innovations (Tekes) and the Academy of Finland, which have supported the development of educational technology in Finnish educational settings in recent years. The Tekes project Finnable 2020 at the University of Helsinki has been especially important to this book.

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Relevance of Non-Formal Education in Science Education

Cited by 13 publications

References 29 publications

Acercar la ciencia a los jóvenesa a través de las novelas: la experiencia de un club de lectura

Acercar la ciencia a los jóvenesa a través de las novelas: la experiencia de un club de lectura

The relevance of non-formal Biology Olympiad training for upper secondary school students

New Ways to Teach and Learn in China and Finland

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