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

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 interdisci...

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Những tác giả chính:	Sullenger, Karen S, Turner, R. Steven
Định dạng:	Sách
Ngôn ngữ:	English
Được phát hành:	Springer 2016
Những chủ đề:	Study and teaching Mathematics Science > Study and teaching Non-formal education
Truy cập trực tuyến:	https://scholar.dlu.edu.vn/thuvienso/handle/DLU123456789/60188
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spelling	oai:scholar.dlu.edu.vn:DLU123456789-601882023-11-11T07:16:22Z New Ground: Pushing the Boundaries of Studying Informal Learning in Science, Mathematics, and Technology Sullenger, Karen S Turner, R. Steven Study and teaching Mathematics Science -- Study and teaching Non-formal education 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. 2016-05-04T01:38:29Z 2016-05-04T01:38:29Z 2015 Book 978-94-6300-022-2 https://scholar.dlu.edu.vn/thuvienso/handle/DLU123456789/60188 en application/pdf Springer
institution	Thư viện Trường Đại học Đà Lạt
collection	Thư viện số
language	English
topic	Study and teaching Mathematics Science -- Study and teaching Non-formal education
spellingShingle	Study and teaching Mathematics Science -- Study and teaching Non-formal education Sullenger, Karen S Turner, R. Steven New Ground: Pushing the Boundaries of Studying Informal Learning in Science, Mathematics, and Technology
description	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.
format	Book
author	Sullenger, Karen S Turner, R. Steven
author_facet	Sullenger, Karen S Turner, R. Steven
author_sort	Sullenger, Karen S
title	New Ground: Pushing the Boundaries of Studying Informal Learning in Science, Mathematics, and Technology
title_short	New Ground: Pushing the Boundaries of Studying Informal Learning in Science, Mathematics, and Technology
title_full	New Ground: Pushing the Boundaries of Studying Informal Learning in Science, Mathematics, and Technology
title_fullStr	New Ground: Pushing the Boundaries of Studying Informal Learning in Science, Mathematics, and Technology
title_full_unstemmed	New Ground: Pushing the Boundaries of Studying Informal Learning in Science, Mathematics, and Technology
title_sort	new ground: pushing the boundaries of studying informal learning in science, mathematics, and technology
publisher	Springer
publishDate	2016
url	https://scholar.dlu.edu.vn/thuvienso/handle/DLU123456789/60188
_version_	1782548012313083904

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

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