This chapter focuses on the relationship between formal and informal science learning, and also highlights the growing connection between technology and informal learning spaces. Science learning is an ongoing experience and whether classified into categories such as informal or formal, there are still many ways in which the two work hand-in-hand. Informal learning spaces have expanded vastly to include many different experiences, and as technology has advanced, it is become increasingly easier to stay connected using computers and mobile devices. From researching more information online, browsing through museum websites at home, or even using cell phones as part of a museum exhibit, modern-day technology has made science learning even more accessible to the general public. For example, the Liberty Science Center in New Jersey developed the program “Science Now, Science Everywhere,” which allows visitors to use their cell phones to call and receive information about the exhibit they are viewing.
Many formal learning institutions have been trying to integrate informal science spaces into the science learning experience. Schools have been organizing field trips to aquariums and museums in an effort to further spark interest in the topic they are studying. And for an informal learning experience to truly be meaningful, there should be some prior knowledge on the topic and also time for reflection after the event. This maintained interest in the topic courtesy of the informal learning experience will be the key to actually benefiting from the event. Connecting these two methods of study is essential for capitalizing on the benefits of each.
In Macaulay, we have used the iPhone app iNaturalist to input the findings we gathered during the BioBlitz, which itself was an informal learning experience. The ability to share scientific information with our iPhones and easily be able to identify the species we observed with this app was very important in enhancing our learning experiences. This app was created by students in the UC Berkeley School of Information, which itself is a formal institution, and is now being used by hobbyists and students alike. This example shows the dynamic connection between these two fronts of learning and emphasizes the important role of technology in the way we learn about the world.
