Teaching Science in the City: Exploring Linkages between Teacher Learning and Student Learning across Formal and Informal Contexts

Maulucci, María S. Rivera; Brotman, Jennie S.

doi:10.1080/1547688x.2010.10399601

Cited by 12 publications

(4 citation statements)

References 10 publications

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“…Informal learning environments for science education, which often include museums and wildlife centers (Holmes 2011;Rivera, Maulucci, and Brotman 2010), provide learners with direct access to the natural world and scientific phenomena, and can play a significant role in helping students develop scientific inquiry practices and digital literacy skills (Education Week, September 19, 2001). Informal learning has been described as unplanned and implicit (Kyndt, Dochy, and Nijs 2009), with a paucity of mediation (Eshach 2007), where learning occurs causally and autonomously (Scanlon, Jones, and Waycott 2005).…”

Section: Mobile Computing In Informal Learning Environmentsmentioning

confidence: 99%

Scientific inquiry, digital literacy, and mobile computing in informal learning environments

Marty

Alemanne

Mendenhall

et al. 2013

Learning, Media and Technology

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Understanding the connections between scientific inquiry and digital literacy in informal learning environments is essential to furthering students' critical thinking and technology skills. The Habitat Tracker project combines a standards-based curriculum focused on the nature of science with an integrated system of online and mobile computing technologies designed to help students learn about and participate in scientific inquiry in formal classroom settings and informal learning environments such as science museums or wildlife centers. This research documents the digital literacy skills elementary students used while participating in the Habitat Tracker project, exploring the connections between the scientific inquiry practices they developed and the digital literacy skills they employed as they engaged with the Habitat Tracker curriculum. The results of this research have implications for researchers and practitioners interested in fostering both the scientific inquiry practices and digital literacy skills of elementary students in formal and informal learning environments.

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Section: Mobile Computing In Informal Learning Environmentsmentioning

confidence: 99%

Scientific inquiry, digital literacy, and mobile computing in informal learning environments

Marty

Alemanne

Mendenhall

et al. 2013

Learning, Media and Technology

View full text Add to dashboard Cite

show abstract

“…We can promote a measure of "choice and control" by providing an unstructured learning space within a structured outdoor learning activity. Research has shown that learners learn more meaningfully if their learning experiences allow them a sense of agency over their own learning when they experience autonomy over choice of actions and having a sense of purpose for taking those actions (Daniel, Bobilya, Kalisch, & McAvoy, 2014;Maulucci & Brotman, 2010). The unstructured learning activity not only helped students develop a "sense of situational intent, " but also "forced" them to exercise collaborative reflective thinking to make sound inferences as they affirmed relations between the different disciplines and drew conclusions, harnessing the different types of knowledge resources.…”

Section: Discussionmentioning

confidence: 99%

“…Empirical research on outdoor learning has evidenced that interaction with the real-world environment enables learners to contextualize and to concretize learning (e.g., Alagona & Simon, 2010;Bunting, 2006;Dillon et al, 2006;Kerawalla et al, 2012;Maulucci & Brotman, 2010;Maynard & Waters, 2007;Orion & Hofstein, 1994). The growing body of literature on outdoor learning epitomizes the authenticity of the learning platform to engage learners and to enhance the meaning-making process.…”

Section: Introductionmentioning

confidence: 99%

Role of environmental interaction in interdisciplinary thinking: from knowledge resources perspectives

Tan

2018

The Journal of Environmental Education

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This article examined the role of environmental interaction in interdisciplinary thinking and the use of different knowledge resource types. The case study was conducted with two classes (N = 40) of 8th-grade students, ages 13 to 14. The outdoor trail aimed to help students synthesize history, geography, and science knowledge. Two groups' discourse from each class was audio-recorded and transcribed for content analysis. We coded the discourse to examine: (i) the use of different knowledge resource types (i.e., contextual resource, new conceptual resource, prior knowledge resource); (ii) the relationship among these knowledge resource types; and (iii) evidences of interdisciplinary thinking. Findings showed that contextual resources enhanced students' capacity to develop new conceptual resources and to activate prior knowledge resources. Further, about 80% of students' discourse demonstrated interdisciplinary connections of two subjects.

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“…On the other hand, other evaluated learning environments (museums, ancient, city, botanical garden and wild life park) addressed people of "all ages" (Table 3). Considering the characteristics of out-of-school learning, it has been emphasized that a learning environment, processes in the environment, and included content should have the quality to include people of all ages in the process [2,9,19,21,30]. Therefore, it was observed that the Museum, the Ancient City, the Botanical Garden and the Wild Life Park among the sampled environments carried this quality, while the Science Museum and the Centers for Science were limited in terms of their target audience.…”

Section: Discussionmentioning

confidence: 99%

The Experience of Assessing Out-of-School Learning Environments

Kiriktaş¹,

Eslek²

2017

ujer

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This study aimed to investigate out-of-school learning environments within the borders of the province of İzmir in terms of various parameters. With this purpose, the researchers developed "the Out-Of-School Learning Environments Assessment Survey." The study used the screening model, which is a descriptive research method. In the scope of this study, a total of 13 out-of-school learning environments in İzmir were investigated. These included the Young Explorers Center for Science, the Mevlana Center for Science, the Ödemiş Center for Science, Karşıyaka Museum of Science, İzmir Museum of Archeology, Museum of Ethnography, İnciraltı Naval Museum, Arkas Museum of Art, Selçuk Urban Memory, the Ancient City of Efes, Ege University Botanical Garden, and Sasalı Wild Life Park. As a result of statistical operations based on the calculation of frequencies and percentages on the obtained data, it was found that, among the designed out-of-school learning environments in the samples, centers for science satisfied the criteria expected to be determined by the survey to a certain extent, museum groups were "very inadequate" regarding desired qualities, and the levels of satisfaction of expectations for other environments had "acceptable" standards.

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Teaching Science in the City: Exploring Linkages between Teacher Learning and Student Learning across Formal and Informal Contexts

Cited by 12 publications

References 10 publications

Scientific inquiry, digital literacy, and mobile computing in informal learning environments

Scientific inquiry, digital literacy, and mobile computing in informal learning environments

Role of environmental interaction in interdisciplinary thinking: from knowledge resources perspectives

The Experience of Assessing Out-of-School Learning Environments

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