ABSTRACT
Science learning that takes place between and at the intersections of formal and informal science environments has not been systematically reviewed to offer a comprehensive understanding of the existing knowledge base. Bringing together theory and research, this volume describes the various ways in which learning science in various settings has been conceptualized as well as empirical evidence to illustrate how science learning in these settings can be supported.
TABLE OF CONTENTS
part |63 pages
Theoretical Perspectives
part |85 pages
Learning Science in Diverse Settings
chapter |13 pages
Videomaking Projects in STEM After-School Clubs
A Space-Time Analysis of One Production and Its Implicit Dialogue Among Identities, Ways of Knowing and Doing in and With Science
chapter |12 pages
The Long-Term Influence on Three Classroom Teachers of Leading an After-School Science Enrichment Program
When Identities Converge
chapter |12 pages
The Desired Role of Scientists in Bringing Authentic Scientific Practices Into Classrooms
From Post–Cold War Reforms to Next-Generation Scientists
part |78 pages
Universities and Informal Science Intersections
chapter |11 pages
Collaborating Across the University/Informal Boundary
Broader Impacts Through Informal Science Education
chapter |11 pages
Breaking Dichotomies
Learning to Be a Teacher of Science in Formal and Informal Settings
chapter |16 pages
The Promise of Collaboration
Classroom Teachers and the Use of Informal Science Education Resources
chapter |12 pages
Stories of Self and Informal Science
Tracing Preservice Elementary Teachers' Identity Work Across Informal Science Experiences
