Characterizing the landscape of informal physics learning is a necessary and important endeavor that requires an in-depth study of the different types of existing programs. In this project we focus on informal programs sponsored by physics departments in academic institutes and physics national labs. We seek to understand the structural elements and cultural practices within the diverse array of informal physics spaces. Thus, we are developing a framework based on organizational theory that is contextualized for informal physics programs. We have collected data using survey and interview protocols for different informal physics activities. Here, we present an in-depth case study in which we have analyzed a "science cafe"-style event facilitated by volunteers from a physics and astronomy department. Applying organizational theory to the data set allows us to determine the fine-grained details of the program and the interconnections between the key elements of programming, personnel, resources, audience and institution. We further characterize and discuss the challenges the program faces from the facilitator's perspective. From these findings, we will be able to look at larger data sets in the national study.
There are many informal physics education programs across the country. However, the available information about these programs varies widely and can be difficult to find. Without this knowledge, it is difficult for individual informal physics efforts to be understood as part of a broader national landscape of physics learning outside of the classroom. In this paper, we describe the development of study design and implementation to map the complex landscape of informal physics in the United States. We seek to determine the best ways to collect meaningful and comprehensive data from the wide-ranging and diverse formats of informal physics programs facilitated by academic institutions. Data was obtained from initial web searches for programs, surveys and interviews of program facilitators, and site visits of program events and activities. This data was analyzed along with participants' feedback to produce iterations of the survey and interview protocol. We report on challenges and outcomes from our attempts to collect information about programs in Michigan as a test case for the national landscape. These methods can also be used in other informal education studies to gather program information.
This article analyzes an educational initiative between Kew Gardens, Royal Holloway, University of London, and two London primary schools. The schools, located in areas of high ethnic diversity, worked with the members of the Mobile Museum project teamincluding the Learning Department at Kew and researchers at both institutionsto create their own school museums. The idea was inspired by historical research conducted by the project team that demonstrated Kew's historic involvement in the promotion of object-based learning in schools. The project team worked with teachers and pupils to develop a participatory approach to learning about plants and their uses through the creation of school museums. A wholeschool framework was adopted, extending the potential reach of the project to pupils' parents and communities. Inspired by the collections at Kew, schools used plants and plant-associated artifacts to learn more about the rich diversity of pupils' cultural backgrounds and the importance of plants to their heritage and their everyday lives.
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