In this chapter, the merging of informal and formal learning is discussed, as well as the continuation of informal learning in learners’ lives.

In the beginning of the chapter, the use of cell phones as up and coming museum tools is a realistic suggestion for the new digital age.  With many people having smartphones, apps could be a useful way of offering a personalized informal learning experience using the technology.  For example, if one were to go to the Museum of Natural History’s exhibit about poisons, and had already been to the biology hall, in which they had seen some of the animals (or their relatives) relevant to the poison exhibit, they could use the app to connect their former learning experiences at the museum to their new ones, reinforcing their older knowledge while connecting it to their newer knowledge.

Also important in the chapter is the discussion of informal environments’ connection with formal institutions.  How does one connect the informal science learning with the science taught in school?  First, the book mentions field trips, which are usually planned by the teachers and help reinforce or introduce classroom ideas.  Second, the book talks about various out-of-school-time programs, which sometimes have similar goals as field trips, but other times are unrelated to the classroom experience at all.  The book mentions three common levels out-of-school-time programs have with schools:

(1) “In some cases, the out-of-school curriculum is closely connected to the school curriculum.  In such programs, the program coordinators and staff know on a week – by – week basis of the materials teachers are covering in class…” (pp. 176) – This program can be a good for reinforcing the student’s knowledge, and possibly making them interested in the knowledge if they were not before.  However, some argue it does not introduce the children to a wide enough range of topics.

(2) “In other cases, the out-of-school science programs connect their activities to the general school science curriculum and standards but not to what students are learning in class on a daily or weekly basis ” (pp. 177) – This type of program works well to reinforce knowledge children are learning in school, while possibly introducing them to new knowledge.  It is also a positive because if the program is based off general curricula, then it can take in kids from different schools, providing the children with new insights from new peers.

(3)”…in some programs, out-of-school science is entirely disconnected from school science” (pp. 177) – This program is not always good for reinforcing school learnt ideas, but is good for general informal learning.