Chapter 9 in Surrounded by Science states that science learning as well as informal science learning is a process that continues and builds as life continues. The importance of informal science learning activities are not only found while the activity is going on, but also the impact it has on events that happen before and after the activity as well. There are several ways that science can be support, both in school and in informal science settings.
The chapter states that while understanding the impact of informal science settings is important, it is just as important to see how science learning in general is seen across formal and informal settings and how educators and teachers can maximize the benefits from both environments. They are learning to deepen learning experiences for students by connecting learning experiences. There are actually several institutions that make various scientific objects, books, activity kits and videos available to visitors in order to make their learning experiences more worthwhile. Museums and institutions are also taking advantage of other media like the internet and cell phones in order to facilitate better learning. For example, the Liberty Science Center in Jersey City, New Jersey, allows visitors to dial a phone number in order to receive extra information on an exhibit.
It is important to connect what is learned in informal science settings with what is learned in formal settings in order to enhance a student’s knowledge of science. Linking the two places can help children understand that school is not the only place to learn science, rather there are multitudes of places and opportunities in which they can engage in in order to increase their science knowledge. Connecting experiences may be a challenge, however, as the things learned in school may not necessarily match up with what is taught or learned at an institution like a planetarium or museum. Also while schools focus on imparting knowledge, informal settings tend to focus more on exciting interest, engaging their audience and offering experiences to people who have freely chosen to participate.
There was an example of how an informal activity could work hand in hand with what was learned in school. The Multicultural Education for Resource Issues Threatening Oceans Program in California is aims to give underrepresented students hands on field experiences and in class activities about nature and to encourage them to protect the habitat. Here the students learned about their environment and in turn embraced being protectors of that environment. They also learned about important science concepts and the opportunities that were possible when one has a strong science background.
It can be seen that informal science settings can indeed be beneficial and may improve the quality of what is being learning in formal settings. Informal science environments may provide a complementary role to formal settings in helping students understand key ideas and concepts in science. This shows that the connection between the two may indeed be very important and ultimately cross in the desire for life long learning that allows everyone to explore the natural world and grow and expand their knowledge of that environment.
