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      Chapter

      Why People Care About Chickens and Other Lessons About Rhetoric, Public Science, and Informal Learning Environments
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      Chapter

      Why People Care About Chickens and Other Lessons About Rhetoric, Public Science, and Informal Learning Environments

      DOI link for Why People Care About Chickens and Other Lessons About Rhetoric, Public Science, and Informal Learning Environments

      Why People Care About Chickens and Other Lessons About Rhetoric, Public Science, and Informal Learning Environments book

      Why People Care About Chickens and Other Lessons About Rhetoric, Public Science, and Informal Learning Environments

      DOI link for Why People Care About Chickens and Other Lessons About Rhetoric, Public Science, and Informal Learning Environments

      Why People Care About Chickens and Other Lessons About Rhetoric, Public Science, and Informal Learning Environments book

      Edited ByAlan Gross, Jonathan Buehl
      BookScience and the Internet

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      Edition 1st Edition
      First Published 2016
      Imprint Routledge
      Pages 20
      eBook ISBN 9781315231099
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      ABSTRACT

      When, where, and how do people learn science? In response to this question, the

      National Academy of Sciences report, “Learning Science in Informal Environ-

      ments” (Bell, Lewenstein, Shouse, & Feder, 2009) stressed the importance of

      everyday experiences, designed spaces like museums and science centers, non-

      school science education programs, and science media. The report built on an

      array of scholarship attuned to science learning as a lifelong, often self-motivated

      endeavor. The findings are not surprising. In all cases, we spend more of our lives

      learning outside of classrooms and other formal learning institutions than we

      do inside them (Gerber, Cavallo, & Marek, 2001). The situation is analogous

      when we think about when, where, and why people engage public science. Often

      the scholarly literature focuses on deliberation in related normative forums,

      yet most of us engage science issues in ways (and in places) less structured and

      more connected to circumstances of daily life (Barron, 2006; Falk, Storksdieck,

      & Dierking, 2007). Indeed, in these less structured forums, what we do would

      not often be considered “deliberation” at all by scholars. This is particularly

      true for learning and engagement online, which can be easily understood as too

      messy to be useful (Grabill & Pigg, 2012).

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