Surrounded by Science Learning Science in Informal Environments (2010) / Chapter Skim
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8 Learning Through the Life Span
8 Learning Through the Life Span
Pages 139-160
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From page 139... ...
It's quite intriguing. I think anyone would find it interesting.1 This man's keen interest in the exhibit and his perceptive response to it underscore one of the core values of learning in informal science settings -- it is lifelong, occurring throughout the life span.
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From page 140... ...
And although the nature and extent of science-related learning may vary considerably from one life stage to another, most people develop relevant capabilities and intuitive knowledge from the days immediately after birth and expand on these in later stages of their life. In this sense, science learning in informal environments is truly a lifelong enterprise.2 cHiLDRen AnD YOUTH At birth, children begin to build the basis for science learning.
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From page 141... ...
A child's comments about a science lesson at school may encourage parents to work with the child on the Web or take him or her to a zoo or museum or concoct scientific experiments with household items in order to answer a specific question. In these ways, informal experiences can supplement and complement schoolbased science education.
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From page 142... ...
Programs, especially during out-of-school time, afford a special opportunity to expand science learning experiences for millions of children and youth. Out-of school-time programs allow sustained experiences with science and reach a large audience, including a significant population of individuals from nondominant groups.
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From page 143... ...
Project Exploration is a nonprofit science education organization founded to address issues about access to science, particularly for populations historically underrepresented in the field. Project Exploration's programs run in out-of-school-time settings, are free for participants, and specifically target girls and minority youth from the Chicago public schools.
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From page 144... ...
They also were introduced to steam pour out of Old Faithful, they discussed what the instruments that they would be using at the park. geothermal energy is and whether it can be har Under the supervision of physical chemist nessed and used as an energy source for homes and Melanie Schroeder, the girls practiced using a ther- businesses.
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From page 145... ...
Project Exploration is and learning new things and helping one another working to change the face of science, literally, by along. It means proving yourself to those who think creating and sustaining programs designed to not you're wrong." only get students involved with science but also keep For many girls, having an opportunity like this students involved with science." one was something they never thought possible.
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From page 146... ...
. inFORMAL Science LeARninG eXPeRienceS FOR ADULTS As individuals move into adult roles, they usually reserve a reasonable amount of time for leisure pursuits.
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From page 147... ...
Or they may tune into Science Friday on National Public Radio while picking up their children at school. If a particular 147 Learning Through the Life Span
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From page 148... ...
In fact, there are many opportunities available for adults. Bonnie Sachatello Sawyer and her colleagues surveyed more than 100 institutions that offer science learning experiences nationwide to assess the number and type of adult programs available.
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From page 149... ...
To illustrate an informal science program for adults and the learning that takes place, consider the next case study. Like the Cornell Lab of Ornithology's birdwatching program (Chapter 2)
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From page 150... ...
an online interactive map, How can data like these be put to use? After which allows participants to 4 years of data collection, Road Watch information plot the exact location of was used to develop a community map displaying an animal sighting.
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From page 151... ...
People do, however, discuss the pro gram with their friends, although attendance at scheduled Road Watch meetings and events is erratic, ranging from low to high without a consistent pattern. The online survey also asked whether respondents learned anything else besides information about wildlife.
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From page 152... ...
Overall, it appears that older adults can achieve an improved sense of well-being by pursuing experiences that are meaningful and tied to emotional information. On the negative side, researchers Fergus Craik and Timothy Salthouse have found that older adults do face a steady loss in fluid intelligence, or processing capacity.28 This decline can adversely affect the performance of everyday tasks Surrounded by Science 152
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From page 153... ...
Nonetheless, the evidence indicates that older adults can benefit from infor mal science programs, especially if some of these issues are considered in the program design. One such program, called Project SEE, or Senior Environmental Experiences, is a partnership between Ramapo College of New Jersey, the Meadowlands Environmental Center, and regional aging community services, including the Bergen County Division of Senior Services.
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From page 154... ...
been completed and have already been used in four The following day, the group participates in the centers -- the United Senior Center Hackensack, the third and final session. Also a videoconference, this ses Secaucus Senior Center, the Clara Maass Continuing sion focuses on what seafood people can eat and safe Care Center, and the Lyndhurst Public Library.
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From page 155... ...
These are known as cohort effects, meaning that they are attitudes, traits, or behaviors that typify a group of people born during a specific period, and they tend to stay with that cohort consistently across the life course. Cohort effects are related to the common life experiences of individuals born in certain time periods.
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From page 156... ...
It is not always clear how distinctive characteristics of an age cohort will affect each of life's stages. Instead, informal science educators and program design ers must be responsive to the general principle that the program needs of each age group will be determined by the interaction of the primary developmental features and demands of the group's life stage, as well as the enduring characteristics that mark the group's age cohort.
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From page 157... ...
The preferences of individuals are partially influenced by the time period when they were born and the impact of world events on their overall life experience. Because one of the core values of the informal science education community is to provide science learning experiences throughout the life span, it is important for educators and program designers to consider the audiences they are serving.
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From page 158... ...
When planning activities for different ages, it may be neces sary for one group to seek out another so that an effective program can be designed. Project SEE, for senior citizens, is an example of how a partnership among three entities -- Ramapo College of New Jersey, the Meadowlands Environmental Center, and regional aging community services -- joined forces to offer this audience a unique science learning experience.
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From page 159... ...
: http://caise.insci.org/ Exhibit Files: http://www.exhibitfiles.org Informal Science: http://www.informalscience.org Project Exploration: http://www.projectexploration.org/ Project SEE: http://www.marshmemoirs.com/about.htm Road Watch at the Pass: http://www.rockies.ca/roadwatch/about.php 159 Learning Through the Life Span
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