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New Ground

Pushing the Boundaries of Studying Informal Learning in Science, Mathematics, and Technology

  • Karen S. Sahin
  • R. Steven Turner

Part of the Bold Visions in Educational Research book series (BVER)

Table of contents

  1. Front Matter
    Pages i-xi
  2. CRYSTAL Atlantique––The Story

    1. Front Matter
      Pages 1-1
    2. Karen S. Sullenger, R. Steven Turner
      Pages 3-35
  3. Research Stories from CRYSTAL Atlantique

    1. Front Matter
      Pages 37-39
    2. Voices Outside Education

      1. R. Steven Turner
        Pages 41-45
      2. K. Ghandi, B. A. Taylor, R. L. Hawkes, S. A. Milton
        Pages 47-65
      3. Truis Smith-Palmer, Sabine Schnepf, Ann Sherman, Karen S. Sullenger, Leo Macdonald
        Pages 67-91
      4. Tang-Ho Lê, Charline Jenkins Godin
        Pages 93-104
    3. Questions and Dilemmas Associated with Informal Learning Research

      1. David Wagner
        Pages 107-111
      2. David Wagner, Lisa Lunney Borden
        Pages 113-127
      3. Essie Lom, Karen S. Sullenger
        Pages 167-183
    4. Alternatives to Science in Schools

      1. Essie Lom
        Pages 187-189
      2. Diane Pruneau, Pierre-Yves Barbier, Fernando Daniels, Viktor Freiman, Emil Paun, Adriana Nicu et al.
        Pages 191-223
      3. Karen S. Sullenger, R. Steven Turner
        Pages 225-246
      4. Karen S. Sullenger, Debby Peck
        Pages 247-268
  4. Insights and Introspections

    1. Front Matter
      Pages 269-269
    2. No Ensemble
      Pages 271-289
    3. Karen S. Sullenger, R. Steven Turner
      Pages 291-303
  5. Back Matter
    Pages 305-306

About this book

Introduction

Between 2004 and 2009, university educators, practicing scientists, museum and science-centre personnel, historians, and K-12 teachers in Canada’s eastern Atlantic provinces came together as a research community to investigate informal learning in science, technology, and mathematics. The interdisciplinary collaboration, known as CRYSTAL Atlantique, was sponsored by Canada’s National Science and Engineering Research Council. In this volume, the CRYSTAL participants look back on their collective experience and describe research projects that pushed the boundaries of informal teaching and learning. Those projects include encounters between students and practicing scientists in university laboratories and field studies; summer camps for science engagement; after-school science clubs for teachers and students; innovative software for computer assisted learning; environmental problem-solving in a comparative, international context; online communities devoted to solving mathematical problems; and explorations of ethonomathematics among Canadian aboriginal peoples. The editors and contributors stress the need for research on informal learning to be informed continuously by a notion of science as culture, and they analyze the forms of resistance that studies of informal learning frequently encounter. Above all, they urge a more central place for informal science learning in the larger agenda of educational research today.

Keywords

culture information learning science–mathematics

Editors and affiliations

  • Karen S. Sahin
    • 1
  • R. Steven Turner
    • 2
  1. 1.University of New BrunswickCanada
  2. 2.University of New BrunswickCanada

Bibliographic information