Chapter 9 provides a summary of the multitude of ways that informal science and formal science are connected. It seeks to disbar the common notion that informal science programs are just places for children to socialize.

It first talks about the use of multimedia methods to teach science. It’s great to know that the technology coming out today is being put to good use and educating children. I can attest to this, because I remember being at the Sony Wonder Technology Lab, where there was an exhibit featuring projected colored rings of light around my feet on a platform with other people. This exhibit, the Interactive Floor, allowed me to get a good sense of how powerful motion sensing technology can be. Other people on the floor had rings around their feet too. If our rings collided, they merged and morphed colors. It opened my eyes to the possibilities that projection and motion sensing technologies can offer. Yes, it was a place to socialize as a kid, but at the same time I got to play around with technology and learn about what it can do.

The chapter makes an effort to merge informal science and formal science in a manner which is most conducive to learning. For field trips, the chapter discusses how it’s important to follow the steps of pre-trip organization, active participation in the museum, chaperone involvement in the activity, and reinforcement after the trip. I believe that this should become more widespread knowledge for educators, because I can remember how my field trips were offered as a reward or as a break from class rather than an educational experience complementary to the class. Regardless, I would still learn at the aquarium, or zoo, or museum. But upon our return to class, we would return to our normal curriculum which was completely unrelated to the field trips.

It’s wonderful to know that experimental combinations of science learning, such as MERITO, are being used to pioneer the path to better education.