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New Ground

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

  • Book
  • © 2015

Overview

Editors:
  1. Karen S. Sahin

    1. University of New Brunswick, Canada

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    You can also search for this editor in PubMed   Google Scholar

  2. R. Steven Turner

    1. University of New Brunswick, Canada

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    You can also search for this editor in PubMed   Google Scholar

  • Through a rich description of the research questions, methodologies, collaborative structures, and achievements of a community of Canadian researchers, this book expands the boundaries of informal learning in science, mathematics, and technology and promotes an interdisciplinary discussion on the “culture of science.”

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

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Table of contents (16 chapters)

  1. Front Matter

    Pages i-xi
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  2. CRYSTAL Atlantique––The Story

    1. Front Matter

      Pages 1-1
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    2. CRYSTAL Atlantique—The Story

      • Karen S. Sullenger, R. Steven Turner
      Pages 3-35

  3. Research Stories from CRYSTAL Atlantique

    1. Front Matter

      Pages 37-39
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    2. Voices Outside Education

      1. Introduction
        • R. Steven Turner
        Pages 41-45
      2. Engagement
        • K. Ghandi, B. A. Taylor, R. L. Hawkes, S. A. Milton
        Pages 47-65
      3. An Exploration of Summer Science Camps as an Informal Learning Environment
        • Truis Smith-Palmer, Sabine Schnepf, Ann Sherman, Karen S. Sullenger, Leo Macdonald
        Pages 67-91
      4. Technology Enhanced Problem-Based Learning
        • Tang-Ho Lê, Charline Jenkins Godin
        Pages 93-104

    3. Questions and Dilemmas Associated with Informal Learning Research

      1. Introduction
        • David Wagner
        Pages 107-111
      2. Common Sense and Necessity in (Ethno)Mathematics
        • David Wagner, Lisa Lunney Borden
        Pages 113-127
      3. Assessing Difficulty Level in Mathematical Problem Solving in Informal Online Environments
        • Ildikó Pelczer, Viktor Freiman
        Pages 129-152
      4. The Challenge of Understanding Young Learners’ Experiences in Informal Settings/Contexts
        • Ann Sherman, Leo Macdonald
        Pages 153-166
      5. Teachers’ Experiences Developing an Innovative Science Program
        • Essie Lom, Karen S. Sullenger
        Pages 167-183

    4. Alternatives to Science in Schools

      1. Introduction
        • Essie Lom
        Pages 187-189
      2. Pedagogical Tools that Help Students Pose and Solve Environmental Problems
        • Diane Pruneau, Pierre-Yves Barbier, Fernando Daniels, Viktor Freiman, Emil Paun, Adriana Nicu et al.
        Pages 191-223
      3. Informal Learning and the Problem of Disengagement in Science
        • Karen S. Sullenger, R. Steven Turner
        Pages 225-246
      4. Studying Science Afterschool
        • Karen S. Sullenger, Debby Peck
        Pages 247-268

  4. Insights and Introspections

    1. Front Matter

      Pages 269-269
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    2. Insights and Introspections

      • No Ensemble
      Pages 271-289

    3. Publications and Presentations

      • Karen S. Sullenger, R. Steven Turner
      Pages 291-303
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Keywords

About this book

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.

Editors and Affiliations

  • University of New Brunswick, Canada

    Karen S. Sahin, R. Steven Turner

Bibliographic Information

  • Book Title: New Ground

  • Book Subtitle: Pushing the Boundaries of Studying Informal Learning in Science, Mathematics, and Technology

  • Editors: Karen S. Sahin, R. Steven Turner

  • Series Title: Bold Visions in Educational Research

  • DOI: https://doi.org/10.1007/978-94-6300-022-2

  • Publisher: SensePublishers Rotterdam

  • eBook Packages: Humanities, Social Sciences and Law, Education (R0)

  • Copyright Information: SensePublishers-Rotterdam, The Netherlands 2015

  • eBook ISBN: 978-94-6300-022-2Published: 07 May 2015

  • Edition Number: 1

  • Number of Pages: XII, 306

  • Topics: Education, general

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