Academic and informal science education practitioner views about professional development in science education

Tamsin Astor-Jack; Ellen McCallie; Phyllis Balcerzak

doi:10.1002/sce.20205

Academic and informal science education practitioner views about professional development in science education

Science Education ◽

10.1002/sce.20205 ◽

2007 ◽

Vol 91 (4) ◽

pp. 604-628 ◽

Cited By ~ 11

Author(s):

Tamsin Astor-Jack ◽

Ellen McCallie ◽

Phyllis Balcerzak

Keyword(s):

Professional Development ◽

Science Education ◽

Informal Science Education ◽

Informal Science

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The impact of a professional development program integrating informal science education on early childhood teachers’ self-efficacy and beliefs about inquiry-based science teaching

Journal of Elementary Science Education ◽

10.1007/bf03182357 ◽

2009 ◽

Vol 21 (4) ◽

pp. 53-70 ◽

Cited By ~ 23

Author(s):

Emilio Duran ◽

Lena Ballone-Duran ◽

Jodi Haney ◽

Svetlana Beltyukova

Keyword(s):

Professional Development ◽

Early Childhood ◽

Science Education ◽

Science Teaching ◽

Early Childhood Teachers ◽

Development Program ◽

Informal Science Education ◽

Professional Development Program ◽

Informal Science ◽

The Impact

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A CLOSER EXAMINATION OF BARRIERS TO PARTICIPATION IN INFORMAL SCIENCE EDUCATION FOR LATINOS AND CAUCASIANS

Journal of Women and Minorities in Science and Engineering ◽

10.1615/jwomenminorscieneng.v15.i1.10 ◽

2009 ◽

Vol 15 (1) ◽

pp. 1-14 ◽

Cited By ~ 1

Author(s):

Brett L. Bruyere ◽

Ethan D. Billingsley ◽

Lori O'Day

Keyword(s):

Science Education ◽

Informal Science Education ◽

Informal Science ◽

Barriers To Participation

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The Influence of Informal Science Education Experiences on the Development of Two Beginning Teachers’ Science Classroom Teaching Identity

Journal of Science Teacher Education ◽

10.1007/s10972-012-9330-z ◽

2013 ◽

Vol 24 (8) ◽

pp. 1357-1379 ◽

Cited By ~ 10

Author(s):

Phyllis Katz ◽

J. Randy McGinnis ◽

Kelly Riedinger ◽

Gili Marbach-Ad ◽

Amy Dai

Keyword(s):

Science Education ◽

Beginning Teachers ◽

Science Classroom ◽

Informal Science Education ◽

Classroom Teaching ◽

Informal Science ◽

Teaching Identity

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The Effects of a Pedagogical Agent for Informal Science Education on Learner Behaviors and Self-efficacy

Lecture Notes in Computer Science - Artificial Intelligence in Education ◽

10.1007/978-3-642-39112-5_32 ◽

2013 ◽

pp. 309-318 ◽

Cited By ~ 19

Author(s):

H. Chad Lane ◽

Clara Cahill ◽

Susan Foutz ◽

Daniel Auerbach ◽

Dan Noren ◽

...

Keyword(s):

Science Education ◽

Self Efficacy ◽

Informal Science Education ◽

Informal Science ◽

Pedagogical Agent

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Making the invisible observable by Augmented Reality in informal science education context

International Journal of Science Education Part B ◽

10.1080/21548455.2016.1254358 ◽

2016 ◽

Vol 7 (3) ◽

pp. 253-268 ◽

Cited By ~ 13

Author(s):

Hannu Salmi ◽

Helena Thuneberg ◽

Mari-Pauliina Vainikainen

Keyword(s):

Science Education ◽

Augmented Reality ◽

Informal Science Education ◽

Informal Science ◽

The Invisible

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Room for Rigor: Designs and Methods in Informal Science Education Evaluation

Visitor Studies ◽

10.1080/10645578.2016.1144025 ◽

2016 ◽

Vol 19 (1) ◽

pp. 12-38 ◽

Cited By ~ 10

Author(s):

Alice C. Fu ◽

Archana Kannan ◽

Richard J. Shavelson ◽

Lisa Peterson ◽

Amy Kurpius

Keyword(s):

Science Education ◽

Informal Science Education ◽

Informal Science ◽

Education Evaluation

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Space–Time Configurations of Youth-Voice Driven Science Practices: Insights into Local and Global Mobilities

Teachers College Record ◽

10.1177/016146811411601406 ◽

2014 ◽

Vol 116 (14) ◽

pp. 445-464

Author(s):

Jrène Rahm

Keyword(s):

Science Education ◽

Complex Space ◽

Informal Science Education ◽

Space Time ◽

Informal Science ◽

Youth Voice ◽

Field Of Study ◽

Science Practices ◽

Emergent Phenomenon

The chapter explores the space–time configuration of youth-voice driven science practices outside of school that are part of an emergent field of study known as informal science education (ISE). Education is an emergent phenomenon grounded in a relational geography of youths’ complex space–time configurations. A focus on youths’ mobilities offers new insights into the manner youth contribute to their own learning and becoming.

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