Free‐choice environmental learning: framing the discussion

Falk, John H.

doi:10.1080/13504620500081129

Cited by 246 publications

(187 citation statements)

References 26 publications

(22 reference statements)

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“…Professional development activities outside of the school, such as museum visits or field trips, can provide teachers with authentic experiences (Falk 2005;Neathery 1998) that could enhance their practice. While these contexts are not readily considered as a means of teacher PD, research has indicated that field trips for science teachers can contribute to the enrichment of science learning environments for their students (Nugent et al 2012;Tal 2001).…”

Section: Professional Developmentmentioning

confidence: 99%

At the Elbows of Scientists: Shaping Science Teachers’ Conceptions and Enactment of Inquiry-Based Instruction

McLaughlin

MacFadden

2014

Res Sci Educ

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This study stemmed from concerns among researchers that reform efforts grounded in promoting inquiry as the basis for teaching science have not achieved the desired changes in American science classrooms. Many science teachers assume that they are employing inquirybased strategies when they use cookbook investigations with highly structured step-by-step instructions. Additionally, most science teachers equate hands-on activities with classroom inquiry and, as such, repeatedly use prepackaged, disconnected activities to break the monotony of direct instruction. Despite participation in numerous professional development activities, many science teachers continue to hold misconceptions about inquiry that influence the way they design and enact instruction. To date, there is very limited research exploring the role of inquiry-based professional development in facilitating desired changes in science teachers' conceptions of inquiry. This qualitative study of five high school science teachers explores the ways in which authentic inquiry experiences with a team of scientists in Panama shaped their conceptions and reported enactments of inquiry-based instruction. Our findings suggest that professional development experiences engaging science teachers in authentic research with scientists have the potential to change teachers' naïve conceptions of inquiry, provided that necessary supports are provided for reflection and lesson design.

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Section: Professional Developmentmentioning

confidence: 99%

At the Elbows of Scientists: Shaping Science Teachers’ Conceptions and Enactment of Inquiry-Based Instruction

McLaughlin

MacFadden

2014

Res Sci Educ

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“…It has also been suggested that the potential for learning in zoos is heightened if animals are housed and fed in as natural/realistic a manner as possible (Ballantyne, et al 2007;Smith and Broad 2008;Fernandez, et al 2009). The key to the success of the transfer of conservation messages rests with the informal learning environment of the zoo that enables individuals to freely choose what and how to learn in a process that has been called "free-choice learning" (Falk 2005).…”

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confidence: 99%

The Public Face of Zoos: Images of Entertainment, Education and Conservation

2011

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Abstract:The contemporary justification for zoos is based on their ability to act as sites of wildlife conservation. Alongside this is the reality that zoos have historically been defined as sites for the entertainment of the general public and continue to be dependent on the revenue raised through visitor receipts. Consequently, zoos are, today, identified as sites of conservation, research, education, and entertainment. In recognition of this the aim of this paper is to assess the image that zoos are currently portraying to the general public to see how the different roles are advertised and how they sit alongside one another. The data for the research on which this paper is based was gathered via a content and semiotic analysis of the websites of 54 zoos spread throughout the world.The results indicate that the image zoos present to the public whilst incorporating a strong conservation message lacks depth. In addition, the image zoos present via their websites has a strong emphasis on entertainment. Based on the results of this paper it is suggested that zoos need to present their conservation credentials in more detail and ensure the entertainment message does not adversely affect transmission of the conservation or education one whilst at the same time continuing to attract sufficient visitors to ensure the economic viability of zoos.In addition, it is recognized that changing public perceptions of zoos requires these institutions to act together rather than independently when determining the overarching theme of the "zoo".

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“…The learning then may be governed by individuals' or groups' needs and motivations (Brookfield, 1986;Falk & Dierking, 2002). These settings provide important experiential learning opportunities; for example, in promoting eco-literacy (knowledge, attitudes and behaviours) that can supplement learning within formal contexts (Falk, 2005). Therefore free-choice educational contexts, such as nature-based visitor centres, can offer the opportunity to complement and reinforce indoor and outdoor experiences, and bring about positive and lasting outcomes that can potentially be life-changing, by promoting reflection and meaningmaking processes around socio-ecological issues (Ballantyne & Packer, 2005.…”

Section: Free-choice Educational Settingsmentioning

confidence: 99%