Amplifying Informal Science Learning
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- ISBN 9780367702762
- Weight: 453g
- Dimensions: 152 x 229mm
- Publication Date: 30 Jun 2023
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Hardback
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This collection explores the broad landscape of current and future out-of-school science learning environments. Written by leading experts and innovators in informal science learning, these thoughtful and critical essays examine the changing nature of informal institutions such as science museums, zoos, nature centers, planetariums, aquaria, and botanical gardens and their impact on science education. The book examines the learning opportunities and challenges created by community-based experiences including citizen science, makerspaces, science media, escape rooms, hobby groups, and gaming.
Based on current practices, case studies, and research, the book focuses on four cross-cutting themes – inclusivity, digital engagement, community partnerships, and bridging formal and informal learning – to examine how people learn science informally.
The book will be of interest to STEM (science, technology, engineering and math) educators – both in and out of school – designers of science and experiential education programs, and those interested in building STEM learning ecosystems in their communities.
Judy Diamond PhD is Professor of Libraries and Curator at the University of Nebraska State Museum and a leader in the field of informal science education. She is lead author of the books Practical Evaluation Guide: Tools for Museums and Other Informal Educational Institutions (2016) and World of Viruses (2012) and co-author of several popular science books, including Parasites: The Inside Story (2022), Thinking Like a Parrot: Perspectives from the Wild (2019), Concealing Coloration in Animals (2013), and Kea: Bird of Paradox (1999).
Sherman Rosenfeld PhD has worked as a researcher and science educator at the Weizmann Institute of Science, in Rehovot, Israel, since 1982. His research interests include bridging the gap between formal and informal science learning, teacher professional development, and Project-Based Learning (PBL). He directed a science museum in California, led informal science education programs for youth in Israel’s institutions of higher learning, spearheaded the introduction of PBL in Israel, and participated in multi-national research projects funded by the European Union.
