The chapter mentioned that while informal learning programs and organizations focus on “interest, emotion, motivation, and engagement” (Surrounded by Science, 166) while schools tend to place a greater emphasis on imparting knowledge. But part of imparting knowledge should involve interest and emotion and engagement and motivation.  Informal learning settings’ ability to teach and share knowledge with its visitors and participants without the formal classroom structure,  the administration of tests, or the pressure of obligated learning and remembering, is effective, I dare say more effective, than formal classroom learning. If schools and teachers incorporated interest and emotion into their instruction, I can’t see how students wouldn’t be more motivated and more likely to engage in and feel engaged by what their learning. Retention of knowledge would probably be improved, too. If learning in the classroom were as interesting and engaging as visiting a museum or other informal science learning space and participating in a hands-on activity, people would probably remember what they learned in school the same way they remembered something they learned on a school field trip, something according to Surrounded by Science, even adults could recall years after their field trip.

“The Mystery of the X-Fish” section mentioned that “perhaps the biggest bonus of the experience comes from observing the kids and how well they work together” (Surrounded by Science, 172). It’s great that kids learn to collaborate on projects and learning, and to work with each other at a young age. It’s important in all areas of study and life in general, but it is especially an important quality and skill to cultivate in future scientists. We discussed the reluctance of scientists to share information and communicate with each other about their work and findings (whether that reluctance is born from worry that the other scientists might try to take credit for and publish the former’s findings first or from lack of precedence of welcome and open communication), so imparting the importance of and encouraging communication and collaboration in youth is especially important for the scientific field if we are to make great discoveries and celebrate and benefit from them together.