Why Science Teachers Can't Teach in Informal Learning Environments?

Teaching science in informal learning environments (ILE) are of great importance for the science course. In this learning process, students behave like scientists and develop their high-level thinking skills. To establish a connection between daily life and natural sciences is another way to add ILE into formal education. In the literature, many studies declared a few teachers teach science in ILE. The purpose of this study, to determine the difficulties or problems faced by science teachers in the process of science teaching using ILE and what kind of solutions teachers offer about these problems or difficulties. The research was carried out by using descriptive research. The study group consists of 144 science teachers, selecting by easily accessible sampling method, one of the purposeful sampling methods. Ten open-ended questions were asked to the participants. The content analysis method was used to analyze the data. As a result, teachers had problems/difficulties in managerial-based, student-based, parent-based, ILE-based, school location-based, economy-based, curriculum-based and teacher skill and knowledge-based.

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Teachers views' on awareness of environmental acquiring in informal learning environments: The sample of Kocaeli Science Houses)

Pegem Eğitim ve Öğretim Dergisi ◽

10.14527/c3n1m2 ◽

2013 ◽

Vol 3 (1) ◽

pp. 15-26 ◽

Cited By ~ 8

Author(s):

Ragıp Çavuş ◽

Ünsal Umdu Topsakal ◽

Aysun Öztuna Kaplan

Keyword(s):

Informal Learning ◽

Learning Environments ◽

Learning Activities ◽

Analysis Method ◽

Informal Learning Environments ◽

Purposeful Sampling ◽

Content Analysis Method ◽

Formal And Informal Learning ◽

School Learning ◽

Out Of School

The aim of this study is to determine the teachers' view about getting students be aware of awareness of environmental according to the activities in Science Houses. 15 Science and Technology teachers working in Kocaeli Science House participated to the search which has been carried out in 2011 - 2012.In this research fenomological approach has been applied. Purposeful sampling is used. Semi-structure interviews and open-ended question forms which were prepared by the researchers and checked by experts were applied as data collection tools. Content analysis method is used for data analyzing.Teachers who participated in this study emphasized the importance of out of school learning environments and also Science Houses' activities for awareness of environmental. Furthermore they added that formal and informal learning activities should be together and teachers should take students to the out of school learning environments.When the literature is examined it is seen that informal and formal leaning areas are both important for awareness of environmental. In this research views of teachers working in out of school learning environments about the activities and students' awareness of environmental are investigated according the literature. As a result of this study it is found that out of school learning environments are important for awareness of environmental and these areas and their activities should be increased. It is hoped that this research will help the investigators who want to study about out of school learning environments.

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How to become a beekeeper: learning and skill in managing honeybees

Cultural Geographies ◽

10.1177/1474474016682345 ◽

2016 ◽

Vol 25 (1) ◽

pp. 31-47 ◽

Cited By ~ 5

Author(s):

Emily Caroline Adams

Keyword(s):

United Kingdom ◽

Informal Learning ◽

Learning Environments ◽

Formal Education ◽

Animal Husbandry ◽

Ethnographic Research ◽

Informal Learning Environments ◽

The United Kingdom ◽

Formal And Informal Learning

Beekeeping is a highly skilled form of animal husbandry that dates back to centuries. It has become a popular hobby in the United Kingdom, but as an activity has rarely featured in geographical research. In this article, I present beekeeping as an interesting site of study for cultural geographers interested in enskilment processes, education and expertise. This article draws on in-depth ethnographic research with a community of hobby beekeepers in Lancashire, United Kingdom, to give a detailed analysis of the enskilment process of novice beekeepers, how this process is being shaped and influenced by a trend towards increasingly formal education tools within the community, and what this means for those interested in the power of skilled practice and expertise. In doing so, it explores issues around formal and informal learning environments, the role of social context in shaping learning, the power of government advice, and it illustrates the complexity introduced by close engagement with an insect.

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EVALUATION OF (SELF-)DEVELOPMENT OF INTERCULTURALITY EXPERIENCES IN INFORMAL LEARNING ENVIRONMENTS

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2021vol6.6433 ◽

2021 ◽

Vol 6 ◽

pp. 28-44

Author(s):

Ieva Bilbokaitė-Skiauterienė ◽

Renata Bilbokaitė

Keyword(s):

Informal Learning ◽

Learning Environments ◽

Informal Education ◽

Quantitative Research ◽

Formal Education ◽

Educational Content ◽

Cultural Changes ◽

Informal Learning Environments ◽

Self Development ◽

Political Economic

Political, economic, social and cultural changes of the country influence the change of the educational content. Striving to develop dynamic modern Lithuanian’s and person’s modern nationality, the educational content should relate to “pupils’ experiences and sociocultural needs. The article presents that the development of interculturality of pupils is one of the approaches when striving to understand cultural diversity of the present-day world.The results of previous research (Bilbokaitė, 2017, 2016) have revealed the lack of programmes, clear guidelines for intercultural education in the context of the different learning environments. The article describes importance of informal education, that arises from the learner’s involvement in activities that are not undertaken with a learning purpose in mind.The research aim is to reveal pupil’s (of the 10th-12th Forms) opinion about the (self-)development of interculturality in informal learning environments. Quantitative research was used (sample of 727 Lithuanian comprehensive school pupils) to investigate practical application of development of interculturality in educational environment from pupil’s perspective. The research results analysed employing content analysis reveal the importance of learning from the experience as a fundamental and natural means in different environments - home, social networks, school, city, streets. Safe personal environment creates the opportunity to be self, to learn about values, variety of cultures, tolerance, acceptance of others. Pupils’ opinions concerning the lack of possibilities for development of interculturality in school (during formal education) are presented.

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