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The following HTML text is provided to enhance online readability. Many aspects of typography translate only awkwardly to HTML. Please use the page image as the authoritative form to ensure accuracy. “Doing” science, while engaging in scientific reasoning, 141–143, 275–276 Drawing tasks, 65 E Ecological framework for understanding learning across places and pursuits, 31–41 critical issues, 41 Education policy, federal, 13 Educational broadcast media, 251–257 Educational theories diagram, 38 Emergence of science learning in informal environments, 14–18 Emotional engagement, 13 Engineering design process, 44–45 Environments. See Designed environments; Digital environments; Learning science in informal environments; Rural environments; Urban environments Epistemologies indigenous, 225 Equity. See Culture and equity; Diversity and equity Ethical issues, 323 Evaluators, 54 recommendations for practice and research for, 309–310 Everyday and family learning activities, 2–3, 93–116, 293 media in venues and configurations for, 264–267 sample parent-child incidental science conversation, 100 settings for everyday learning, 95–97 structuring, 49 who learns in everyday settings, 97–99 Evidences of science learning, in out-of-school/time programs, 174–187, 294, 303 Excitement, in developing interest in science, 100, 130–131 Exhibit Commons, 72 Exhibit designers, recommendations for, 6, 307–308 ExhibitFiles, 72 Experiences in informal science learning environments, 11–12 opportunistic, 95 prior, while identifying with the scientific enterprise, 156–157 Explanation while engaging in scientific reasoning, 143–144 “Explanatoids,” 149 Explora, a program for older adults, 199 Exploratorium, 16 Expositions, 15 F Failure, 68 See also Everyday and family learning activities Family values, reinforcing, 154 Federal Communications Commission, 251 Federal Coordinating Council for Science, Engineering and Technology, 15 Federation of American Sciences, 263 Feedback mechanisms, 72 Field trips for learning in designed spaces, 132–135 active participation in museum activities, 133 involvement by teachers and chaperones, 133–134 reinforcement after the field trip, 134–135 Fifth Dimension after-school program, for learning science, 184, 186–187 Film Framework for Evaluating Impacts of Informal Science Education Projects, 17 Frameworks conclusions and recommendations on moving toward common, 304–306, 309–310 Franklin, Benjamin, 45
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