While reading chapter 2, I came upon an interesting quote, “Learning to communicate in and with a culture of science is a much broader undertaking than mastering a body of discrete conceptual or procedural knowledge.” Essentially, the idea of  working as a community within science is more important than certain people mastering a certain field and not being able to communicate about it. I completely agree with this, since science reflects the cultural principles of those who engage in it. What society deems important to focus on and provides various solutions for are determined by cultural values that scientists impose. That is why communication is essential, for if we work as a community, we can bring importance to certain problems such as global warming and possibly find a great solution. Project Feederwatch was a great example of this, when a group of birdwatchers teamed up with scientists from Cornell to collect and study data on birds. Not only did the participants have a chance to learn from the data they gathered, but the scientists as well. There was an even a point where the participants were able to disprove the scientist’s hypothesis. Overall, by working together the relationship between the scientists and the citizen scientists evolved, resulting in the overall gain of crucial knowledge for both groups.

Chapter 2 also made mention on 6 strands, which made up the process behind informal science learning. The strands were essentially statements that reflected on the process of what people do when they engage in science. Those 6 strands can provide an average learner with the means of engaging in informal learning, which is quite beneficial. They are guidelines and means for achieving a desired outcome, when it comes to learning outside of an establishment. By utilizing these steps, society can develop a means for making science more accessible for people of all age groups, and essentially help us achieve a plethora of scientific breakthroughs.