Policy statement of the “informal science education” ad hoc committee

Dierking, Lynn D.; Falk, John H.; Rennie, Léonie J.; Anderson, David R.; Ellenbogen, Kirsten

doi:10.1002/tea.10066

Cited by 213 publications

(135 citation statements)

References 0 publications

Supporting

Mentioning

118

Contrasting

Unclassified

Order By: Relevance

“…A review of recent and classic literature supports the value of experience in nature and offers potential models for studying the emotional responses (Farber & Hall, 2007;Barrie, 2001;Frederickson & Anderson, 1999;Schmidt & Little, 2007) and learning in natural areas (Falk and Storksdiek, 2010;Dierking, Rennie, Anderson, & Ellenboggen, 2003). Nature generates such positive emotions and therefore can lead to learning.…”

Section: Theoretical Frameworkmentioning

confidence: 94%

“…Nature generates such positive emotions and therefore can lead to learning. There exists a wealth of information in the literature about emotions and learning particularly in the fields of informal science and interpretation at places such as science centers, outdoor nature areas, and museums (Falk and Storksdiek, 2010;Dierking, Rennie, Anderson, & Ellenboggen, 2003). Therefore it is logical to assume that positive emotions, including awe and wonder lead to learning.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

See 1 more Smart Citation

Positive Emotion in Nature as a Precursor to Learning

Coleman¹

2014

IJEMST

View full text Add to dashboard Cite

This study was designed to examine the perception of learning in adults generated by the effect of a positive emotion-in this case, awe. For the study, a working definition of awe is an impact-provoking reverence due to a powerful, positive emotional response to the natural world. This qualitative study used primarily face-to-face interviews. A total of 71 adults were interviewed and 113 interviews were conducted. These adults described an experience in which they felt impacted by awe and as a result perceived learning. Their descriptions were coded to determine context of the experience and what was learned. Of the participants, 98.6% perceived that learning occurred due to their powerful, emotional response to the nature experience they described. These findings extend the current research on informal and formal science learning, natural resource management, experiential education, and the study of emotions as experienced in nature.

show abstract

Section: Theoretical Frameworkmentioning

confidence: 94%

Section: Theoretical Frameworkmentioning

confidence: 99%

Positive Emotion in Nature as a Precursor to Learning

Coleman¹

2014

IJEMST

View full text Add to dashboard Cite

show abstract

“…There is a wide range of venues for school trips, such as museums, zoos, and 2003; Dierking, Falk, Rennie, Anderson, & Ellenbogen, 2003;Falk & Dierking, 1992;Schauble et al, 2002) argue that learning encompasses much more than the cognitive aspect. It includes emotions, visual and tactile information, and social interactions, reemphasizing Bloom's (1956) seminal work on the taxonomy of knowledge, which included cognitive, affective, and psychomotor domains.…”

Section: Introductionmentioning

confidence: 99%

Learning on zoo field trips: The interaction of the agendas and practices of students, teachers, and zoo educators

2009

Self Cite

View full text Add to dashboard Cite

This paper reports on the findings of a case study that investigated the interaction of the agendas and practices of students, teachers, and zoo educators during a class field trip to a zoo. The study reports on findings of the analysis of two case classes of students and their perceptions of their learning experiences during the field trip. The goals, expectations, and perceived outcomes of the trip for students, their classroom teachers, and the zoo educators were elicited through interviews, surveys, student work, and observations. Both cases demonstrated how students placed high value and importance on social interactions with their peers. In addition, classroom teachers' pedagogical practices and the learning agendas they held for their students had a significant influence on students' subsequent learning and perceptions of the experience. This was in contrast to the zoo educators' practices and agendas that appeared not to be significant influences on student learning and perceptions. Implications for field trip planning and implementation are discussed.

show abstract

“…The term 'informal learning environments' is often used to describe learning environments outside the traditional area of schools [13]. Given Dierking et al's [13] view that learning occurs from various experiences and is an organic, dynamic, never-ending, and holistic phenomenon of constructing personal meaning, then teaching in environments outside schools can create opportunities for students to get involved in activities where learning will be guided by their own interests and needs [42]. In 1999, the American National Association for Research in Science Teaching (NARST) formed an Ad Hoc Committee in Informal Learning with the charge to clarify what constitutes informal learning [42].…”

Section: Introductionmentioning

confidence: 99%

Narrative as a learning tool in science centers: potentials, possibilities and merits

Murmann¹,

Avraamidou

2014

JCOM

View full text Add to dashboard Cite

In this theoretical paper we explore the use of narrative as a learning tool in informal science settings. Specifically, the purpose of this paper is to explore how narrative can be applied to exhibits in the context of science centers to scaffold visitors science learning. In exploring this idea, we analyze the theoretical, structural and epistemological properties of narrative. In the pages that follow, we first discuss the advantages and possibilities for learning that science centers offer alongside challenges and limitations. Next, we discuss the role of narrative in science, as a tool for supporting science learning. We then continue with an analysis of the structural and epistemological properties of narrative and discuss how those can serve to establish narrative as a learning tool.

show abstract

Policy statement of the “informal science education” ad hoc committee

Cited by 213 publications

References 0 publications

Positive Emotion in Nature as a Precursor to Learning

Positive Emotion in Nature as a Precursor to Learning

Learning on zoo field trips: The interaction of the agendas and practices of students, teachers, and zoo educators

Narrative as a learning tool in science centers: potentials, possibilities and merits

Contact Info

Product

Resources

About