Enacting Informal Science Learning: Exploring the Battle for Informal Learning

“From Earth to the Universe” (FETTU) is a collection of astronomical images that showcase some of the most popular, current views of our Universe. The images, representing the wide variety of astronomical objects known to exist, have so far been exhibited in about 500 locations throughout the world as part of the International Year of Astronomy. In the United States, over 40 FETTU exhibits have occurred in 25 states in such locations as libraries, airports, nature centers, parks and college campuses. Based on preliminary evaluations currently underway, this project – a large-scale, worldwide astronomy outreach in non-traditional locations – has unique opportunities and implications for informal science learning. We present some early findings from the observational section of the exhibit’s formal evaluation in five selected locations in the U.S. and U.K., including emphasis on inter-organizational networking, visitor attention and participant make-up as well as generative aspects of the exhibit.

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Highlighting the value of impact evaluation: enhancing informal science learning and public engagement theory and practice

Journal of Science Communication ◽

10.22323/2.14030405 ◽

2015 ◽

Vol 14 (03) ◽

pp. Y05 ◽

Cited By ~ 5

Author(s):

Eric Jensen

Keyword(s):

Informal Learning ◽

Public Engagement ◽

Impact Evaluation ◽

Science Communication ◽

Science Learning ◽

Theory And Practice ◽

Informal Science ◽

Informal Science Learning ◽

Engagement Theory

King et al. [2015] argue that ‘emphasis on impact is obfuscating the valuable role of evaluation’ in informal science learning and public engagement (p. 1). The article touches on a number of important issues pertaining to the role of evaluation, informal learning, science communication and public engagement practice. In this critical response essay, I highlight the article’s tendency to construct a straw man version of ‘impact evaluation’ that is impossible to achieve, while exaggerating the value of simple forms of feedback-based evaluation exemplified in the article. I also identify a problematic tendency, evident in the article, to view the role of ‘impact evaluation’ in advocacy terms rather than as a means of improving practice. I go through the evaluation example presented in the article to highlight alternative, impact-oriented evaluation strategies, which would have addressed the targeted outcomes more appropriately than the methods used by King et al. [2015]. I conclude that impact evaluation can be much more widely deployed to deliver essential practical insights for informal learning and public engagement practitioners.

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Competitive Games as Formative Assessment in Informal Science Learning: Improvement or Hindrance?

TechTrends ◽

10.1007/s11528-021-00619-3 ◽

2021 ◽

Author(s):

Amanda Obery ◽

Nick Lux ◽

Jamie Cornish ◽

Bruna Irene Grimberg ◽

Anthony Hartshorn

Keyword(s):

Formative Assessment ◽

Science Learning ◽

Informal Science ◽

Informal Science Learning ◽

Learning Improvement ◽

Competitive Games

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Measuring the long-term effects of informal science education experiences: challenges and potential solutions

Disciplinary and Interdisciplinary Science Education Research ◽

10.1186/s43031-021-00031-0 ◽

2021 ◽

Vol 3 (1) ◽

Author(s):

Nancy L. Staus ◽

John H. Falk ◽

Aaron Price ◽

Robert H. Tai ◽

Lynn D. Dierking

Keyword(s):

Science Learning ◽

Longitudinal Research ◽

Informal Science Education ◽

Informal Science ◽

Long Term Effects ◽

Science Center ◽

Informal Science Learning ◽

Learner Outcomes ◽

Key Issues

AbstractDespite the fact that most science learning takes place outside of school, little is known about how engagement in informal science learning (ISL) experiences affects learners’ knowledge, skill development, interest, or identities over long periods of time. Although substantial ISL research has documented short-term outcomes such as the learning that takes place during a science center visit, research suggests that the genuine benefits of informal experiences are long-term transformations in learners as they pursue a “cascade” of experiences subsequent to the initial educational event. However, a number of major methodological challenges have limited longitudinal research projects investigating the long-term effects of ISL experiences. In this paper we identify and address four key issues surrounding the critical but challenging area of how to study and measure the long-term effects or impacts of ISL experiences: attribution, attrition, data collection, and analytic approaches. Our objective is to provide guidance to ISL researchers wishing to engage in long-term investigations of learner outcomes and to begin a dialogue about how best to address the numerous challenges involved in this work.

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