An invited talk by Jim Kisiel of California State University Long Beach at AAPT 2012 Ontario.
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Where do we really learn science? As concerns build regarding the chal- lenges of effective science teaching in the formal, K-12 learning environ- ment, we find increased attention drawn to a larger view of science learn- ing, learning that spans setting and time. A growing body of research is helping us to understand how people come to understand science outside of school settings, suggesting a more complex and more fluid sense of sci- ence learning. For this session, we?ll explore a broader conception of what it means to learn science in informal science environments (museums, parks, science centers, aquariums) as well as the challenges of leveraging such environments and institutional resources to support learning across both informal and formal learning contexts. Research related to teacher use of informal learning settings will set the stage for a variety of strategies for improving teachers? use of informal science learning institutions and other community sites.
4. • speed
• acceleration
• potential energy
• kinetic energy
• friction
• air resistance
• centripetal force
• cause and effect
• manipulating variables
• comparing data
6. Where does science learning occur?
everyday
designed programs
venues for
learning
schools
7. What makes it informal learning?
• Participation in non-school activities that have
an inherent educational value.
• Activities that are not developed primarily for
school use
• Typically self-paced, voluntary, exploratory
• Other names...
nonformal, free-choice, out-of-school-time (OST)
8. What does it mean to
‘learn science’?
• developing interest in science
motivation, curiosity, interests, etc.
• understanding science knowledge
• engaging in scientific reasoning
gathering, evaluating and analyzing evidence; critical
thinking
• reflecting on science
understanding how science works; the nature of science
• engaging in scientific practice
• identifying with the scientific enterprise
how learners view themselves with respect to science;
understanding the role of science in their lives
10. How might community
institutions
(like museums, zoos, science
centers, and parks)
help you as a science teacher?
11. • place for student learning (i.e. field trip
sites)
• provide resources, support classroom
instruction
• teacher learning (content, pedagogy)
• hands-on experiences
14. SUCCESS?
• positive experience for students
• student learning
• students engaged or well-behaved
• institution delivers organized, quality programming
• connections to curriculum and standards
• students exposed to new experiences
• fosters student interest or motivation
• no incident
• students and teachers are well-prepared
15. What does it mean to
‘learn science’?
• developing interest in science
motivation, curiosity, interests, etc.
• understanding science knowledge
• engaging in scientific reasoning
gathering, evaluating and analyzing evidence; critical
thinking
• reflecting on science
understanding how science works; the nature of science
• engaging in scientific practice
• identifying with the scientific enterprise
how learners view themselves with respect to science;
understanding the role of science in their lives
16. Challenges observed...
• varied ideas related to the purpose these
learning experiences
• missed opportunities (may not be utilizing
resources...)
• teachers may not be aware of ‘best practice’
related to supporting learning on field trips
17. ractice:
g ood p
Focus on the
‘DURING’ part
Make it YOUR lesson,
not the Museum’s...
18. What would you do if you had this at your school?
What questions might you ask students to answer?
19. practice:
g ood
Focus on
objects,
not text
Because they can always look it
up on the Internet...
20. Another Challenge:
Facilitating Interactions
• the teacher influences the learning goals and
outcomes of the field trip experience
• teachers often take the role of ‘broker’ to support
school-museum interactions
• required to ‘cross borders’ between the community
of the school and the community of the museum or
informal science institution
21. District school
reser-
school tours vations
school school Museum
docents
outreac
state h
tou
boundary activities
school
school reser-
tours Museum
vations
District school Museum
school docents
outreac
school school h
reser-
nation tours vations
Museum
school
school docents
outreac
h
Schools
District school
22. So now what?
• opportunities to support learning via out-
of-school settings
• focus on outcomes-What are the goals?
What it means to learn science?
• consider where/when that learning might
take place
• recognizing the challenges (these are just a
few) is important-but don’t use them as
obstacles
23. Thank you!
James Kisiel
Associate Professor, Science Education
CSU Long Beach
j.kisiel@csulb.edu
Portions of this research made possible through
generous funding from the Spencer Foundation
Hinweis der Redaktion
what physics is learned here? speed, acceleration, potential energy, kinetic energy, friction, air resistance, centripetal force... ALSO: cause and effect, manipulating variables, comparing data
schools are a venue for learning--but we want to focus on places OTHER than school... designed--like planetariums, science centers programs--afterschool, family, astronomy nights, etc.
non-formal, free-choice, out-of-school-time (OST) not necessarily black and white; may be unnecessary divisions; a continuum of learning environments, defined not only by physical setting, but by learner intentions and educational opportunities.
NRC 2007; NRC 2009 think of these as goals... engaging in scientific practice--understanding what it means to be a scientist. tools, language, collaborative efforts, etc.
challenge--not an easy overlap, for several reasons... much of the interaction depends on expectations of one group for the other... formal activities in informal settings science learning support
top of mind--field trips (50-60%, whether pre-service or in-service teachers) not bad, but suggests a limited view, a ‘ traditional ’ view
trying to understand those teachers who do make use of these settings... ‘ avid users ’ other resources: outreach, professional development opportunities, speakers, artifacts, printed materials, web resources these perspectives don ’ t necessarily overlap no correlation between frequency of field trip taking and use of other resources challenge: missing opportunities (teachers unaware of other opportunities)
45%: positive experience, 48% learning; 27% both... (not mutually exclusive, but not completely overlapping...) 46% defined success in terms of operations (FT as task completion); 82% defined in terms of student/curriculum outcomes. Good, but suggests the importance of the logistics piece... Museums had a similar variety of success indicators...
challenge: as a provider (museum) how do you appeal to those different outcomes? And how can you make the case for these different outcomes (e.g. developing interest, exposure to science, etc.)
sometimes even what we see as good science instruction is lost... examples of best practice: familiarity with the site (reduce novelty effects); preparation and follow-up;
What would you do if you had that exhibit back in your classroom? Not the labels or the docents, but the exhibit itself?
physics days at Magic Mountain, Knotts, etc. wrap it into your plans--not just a separate day, separate experience. TIE it in.