Abstract
A growing body of literature has demonstrated the beneficial effects of hands-on activities in science teaching and learning across formal and informal learning contexts . It is commonly recognized that teachers play a vital role in the development of hands-on model-based activities. Yet, both novice teachers and even experienced teachers often face many challenges in adapting the modeling-based approach to the experience, knowledge and needs of learners. Therefore, this paper aims to describe the stories of how to design an informal astronomy workshop—that is the “Multimodal Mediated Modeling Activities” (EMMA)—so as to support prospective teachers to engage in modeling-based activities towards creating active participatory learning environments . By considering four separate EMMA workshops, this qualitative paper examines the main design progression across the workshops.
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Acknowledgements
The project described in this chapter was supported by the Office of Education Research, National Institute of Education, Singapore. I thank all the participants and researchers in this project. As indicated in the article, some of the data from this chapter was previously presented at some conferences including three manuscripts submitted to Journal of Science Education and Technology, International Journal of Science Education, and Journal of the Learning Sciences.
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Kim, M.S. (2017). Designing Informal Astronomy Education Toward Participatory Learning Environments. In: Patrick, P. (eds) Preparing Informal Science Educators. Springer, Cham. https://doi.org/10.1007/978-3-319-50398-1_10
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