Search results for: Informal education
Page 1/2 14 items
In this article, the author focuses on recognizing humor as a powerful resource for newcomers in social settings like museums. The author discusses humor as a tool families use to help themselves feel more comfortable in museums, but also to help merge their everyday agendas with those of the museum. She used exemplars of family humor come from two different research studies conducted in different institutions. The author demonstrates that the humor seen functioned as a way to involve others, to ease the tension of not knowing a new setting, language, practice, or content, as well as to help shift authority from mediator to parent, or from parent to child.
Updated: Feb. 06, 2018
Promoting Shifts in Preservice Science Teachers’ Thinking through Teaching and Action Research in Informal Science Settings
This study aimed to investigate the influence of an integrated experiential learning and action research project on preservice science teachers’ developing ideas about science teaching, learning, and action research itself. The data indicated that all participants gained enhanced understandings of children as diverse learners and the importance of prior knowledge in science learning. Shifts in thinking were observed for two of the in-depth case study students, while one, showed little change.
Updated: Feb. 08, 2017
Exploring the Impact of Prior Experiences in Non-Formal Education on My Pedagogy of Teacher Education
The purpose of this article is to use self-study methodology to uncover what effects these experiences had on the development of the author's pedagogy of teacher education and so he needed to find a way to extract ideas that were relevant to his practice as a teacher educator. The author draws two conclusions from this self-study (1) There is considerable value in re-experiencing oneself as a learner by examining one’s own life history in order to challenge how we know what we know about teaching. (2) If we accept the idea that prior experiences as a student and as a teacher influence our work as teacher educators and professors of education, then our prior experiences as a learner in non-formal settings offer a rich context for additional analysis through self-study.
Updated: Nov. 30, 2016
Toward Understanding the Nature of a Partnership Between an Elementary Classroom Teacher and an Informal Science Educator
The purpose of this study was to examine the partnership and roles of an informal educator and a classroom teacher. The authors also sought to define this relationship in order to gain insight into the roles of each educator. In addition, this study explored student outcomes as a result of the partnership. Findings suggest that a partnership of only moderate commitment may be needed for students to learn from programs and that during the programs each educator hold distinct roles. Furthermore, the roles played by the classroom teacher included classroom management, making connections to classroom activities and curricula, and clarifying concepts. Consistent with previous examinations in science education of educator roles, the informal educator’s role was to provide the students with expertise and resources not readily available to them.
Updated: Mar. 22, 2016
The Influence of Informal Science Education Experiences on the Development of Two Beginning Teachers’ Science Classroom Teaching Identity
In this article, the authors investigated how the informal science education (ISE) innovations in the elementary teacher education program affected the participants as they began their professional lives as classroom teachers of science. The authors found that the two participants referenced as important the ISE experiences in their development of classroom science identities that included resilience, excitement and engagement in science teaching and learning–qualities that are emphasized in ISE contexts. Specifically, the affective benefits derived from the infusion of ISE contributed to developing how they came to see and enact reform-oriented science teaching practices.
Updated: Mar. 16, 2016
This study examines science learning experiences within a formal course structure that reaches out to informal learning environments. The six strands of science learning provide a framework for interpreting the prospective teachers’ responses to the friends and family assignments. The findings reveal that aspects of all six strands were evident in the responses, showing that the prospective teachers experienced increased interest and motivation, remembered and used scientific concepts and explanations, reflected on the process of learning for themselves and others, and actively participated in science activities. Involving friends and family outside of the class created ways for learners to think about and use their science knowledge across contexts.
Updated: Oct. 05, 2014
The Excitement and Wonder of Teaching Science: What Pre-service Teachers Learn from Facilitating Family Science Night Centers
The author describes how pre-service teachers facilitated stations at a family science night as a context to learn to identify, assess, and use children’s science ideas. The pre-service teachers in this study experienced success at teaching science and developed understandings about children’s science ideas.
Updated: Apr. 22, 2013
Professional Development across the Teaching Career: Teachers’ Uptake of Formal and Informal Learning Opportunities
The goal of this study was to investigate teachers’ uptake of different learning opportunities from the beginning to the end of the teaching career. The authors focused on in-service training as an example of formal learning opportunities and on teacher collaboration and the use of professional literature as two examples of informal learning opportunities. Results showed that formal learning opportunities (in-service training) were used most frequently by mid-career teachers, whereas informal learning opportunities showed distinct patterns across the teaching career.
Updated: Nov. 04, 2011
If We Teach Them, They Can Learn: Young Students Views of Nature of Science Aspects to Early Elementary Students During an Informal Science Education Program
The goal of this study was to investigate how explicit-reflective instruction could improve young students’ understanding of Nature of Science (NOS). During an informal education setting, the authors taught NOS aspects using explicit-reflective instruction. Overall the students participating in the program improved their understanding of the target aspects of NOS through use of explicit reflective instruction. However, the levels of improvement varied across different aspects.
Updated: May. 19, 2011
This study profiles and compares international social contexts for teacher workplace informal learning from the teachers' perspectives. Set in elementary schools in the U.S. and Lithuania, the study illustrates how teachers make sense of and engage in professional learning within their historical, political and administrative contexts.
Updated: May. 25, 2010