Jennifer Mikhli
Science and Technology in NYC
09/29/13
Professor Adams
Chapter 3 Reflection
The third chapter of Surrounded by Science ventures into the strategies used for supporting learning in informal science environments. Creators of these informal science activities can choose to implement some or rather all of the three learning strategies, as they seek to maintain optimal engagement and understanding with participants. Juxtaposition, multiples modes, and interactivity are the three tactics that are currently being implemented in citizen science activities to enhance the overall learning experience. Via juxtaposition, a learner’s prior understating of a phenomenon is juxtaposed with the current scientific understanding of it, allowing the participant’s prior understanding to be challenged. Learners also engage with a particular concept of science through a multitude of ways, via multiple modes. Lastly, which I believe to be the most fundamental strategy of all, is the interaction with a scientific concept in a fun and interesting way. I believe that there are two fundamental aspects of interactivity that contribute to its success amongst citizen learners: the ease of comprehension and unlocking of exclusive scientific tools.
The Cell Lab citizen science project mentioned within the chapter does a great job in unlocking access to the interaction with laboratory instruments that are not available to all in their every lives. Participants are granted access to a variety of stations devoted to performing wet-lab biology activities. Adolescents are able to gain access to microscopes, cultures, and centrifuges; tools unavailable to them in their day-to-day lives. This creation of a “sacred experience,” one that is not readily available to them on a mundane level, prompts great interest among its participants. In addition, establishing a familiarity with these exclusive scientific tools enables a breakdown of the learning barriers associated with science. Students will no longer view science and laboratory experiments as an intimating enterprise; rather, they will remember these tools as a means to unlocking fun and exciting facts about science.
If I were to create an informal learning experience, I would definitely implement the interactive component, along with the key factors associated with it. The activity would involve the use of so-called daunting laboratory equipment (i.e. centrifuges, microscopes etc.) so that participants could come away from the experience feeling at ease with these scientific tools, seeing them for the amazing devices of learning that that they truly are. Students would be able to forge a familiar relationship with these tools and perhaps view themselves as working alongside them one day in a professional capacity. The activity would have to be easily comprehensible as well, as not to discourage participants in any way. Essentially, this tactic could create a scientific relationship with its participants that could perpetuate far beyond the confines of the informal activity setting.
