Reconceptualizing Elementary Teacher Preparation: A case for informal science education

2014 ◽  
Vol 37 (1) ◽  
pp. 108-135 ◽  
Author(s):  
Lucy Avraamidou
Keyword(s):  
Science Education ◽  
Teacher Preparation ◽  
Elementary Teacher ◽  
Informal Science Education ◽  
Informal Science

Informal Science Education in Formal Science Teacher Preparation

2011 ◽  
pp. 1097-1108 ◽  
Author(s):  
J. Randy McGinnis ◽  
Emily Hestness ◽  
Kelly Riedinger ◽  
Phyllis Katz ◽  
Gili Marbach-Ad ◽  
...  
Keyword(s):  
Science Education ◽  
Teacher Preparation ◽  
Science Teacher ◽  
Informal Science Education ◽  
Informal Science ◽  
Science Teacher Preparation ◽  
Formal Science

scholarly journals Bringing Informal Science Education to Elementary Pre-service Teacher Preparation

2017 ◽  
Vol 2 (2) ◽  
pp. 32-37
Author(s):  
Sarah J. Carrier ◽  
Kylie S. Hoyle ◽  
Sarah C. Luginbuhl
Keyword(s):  
Science Education ◽  
Teacher Preparation ◽  
Science Teaching ◽  
Informal Education ◽  
Teaching And Learning ◽  
Study Data ◽  
Informal Science Education ◽  
Teacher Preparation Program ◽  
Informal Science ◽  
Science Teaching And Learning

The purpose of this study was to explore how a health-based informal science education course, as part of an elementary undergraduate teacher preparation program, influenced pre-service teachers’ ideas about formal and informal science teaching and learning. Additionally, the study explored how the course impacted their understandings of the value of bridging informal science to supplement formal instruction. Qualitative study data were gathered through two (mid- and end-of-semester) focus group interviews with five pre-service teachers enrolled in a health-based informal science course. Analysis of data indicated that the inclusion of informal science education experiences during PST preparation has the potential to support novice teachers’ developing ideas about science teaching and learning including ways to connect science to students’ lives and make science engaging and meaningful. Findings are reported in four key themes that emerged from the data: (a) formal teacher preparation and informal education, (b) connections between formal and informal science education, (c) personal and professional collaborations, and (d) benefits of informal science education.

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

2016 ◽  
Vol 19 (1) ◽  
pp. 12-38 ◽  
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

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

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.

Informal Science Education

2020 ◽  
pp. 91-117
Author(s):  
Anne M. Land-Zandstra ◽  
Liesbeth de Bakker ◽  
Eric A. Jensen
Keyword(s):  
Science Education ◽  
Informal Science Education ◽  
Informal Science
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