Abstract
The literature on informal science learning indicates that many benefits can be derived from structured/nonstructured enrichment programmes or hobbies, but school science learning tends not to tap on the potential of these informal platforms. This disjoint in learning between formal and informal environments creates a boundary around each context that ignores the fluid and relational set of practices which transforms learning. The focus of this chapter is to propose knowledge building as a bridge between formal and informal learning environments to engender the use of resources from both contexts for science learning. Using the notion of boundary object and boundary crossing from the third-generation activity theory, this chapter describes a case study of how a “homework” task assigned to students set in the context of knowledge building could result in a hybrid space in which resources from formal and informal settings mediate the process of knowledge advancement.
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Yeo, J. (2014). Knowledge Building as a Boundary Object in Formal/Informal Learning. In: Tan, AL., Poon, CL., Lim, S. (eds) Inquiry into the Singapore Science Classroom. Education Innovation Series. Springer, Singapore. https://doi.org/10.1007/978-981-4585-78-1_13
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DOI: https://doi.org/10.1007/978-981-4585-78-1_13
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