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.

These four articles emphasize the importance of increasing the communication of science with non-scientific communities.  The most profound statement that I read was from “Improving Scientific Communication” by Marcia McNutt where she wrote, “even the most brilliant scientific discovery, if not communicated widely and accurately, is of little value.” In order for all of the science that we learn in school to be taught and the science that we apply to our daily lives to be of use to society, it must be relayed to us by the scientists who make the discoveries. Not only is effective communication of science concepts essential for the application of the findings to our daily lives, but it also bolsters support for research and inspires non-scientists to create a science identity for themselves. Communicating science in a manner in which the general public can understand it advances the idea that science is an accessible field. Science can definitely be complicated; and as we learned from our class discussions about the public perception of scientists, many feel as though the scientific community is very exclusive. This is why it is important for scientists to share the information they gather in their laboratories with people in the outside communities. This will help the public understand the concepts and be better able to formulate opinions on scientific issues. When communicating science, it is important to make the message relevant to them by making it relate to their experiences and connect with their values. This not only maintains their interest, but also helps them understand what is being explained. But it is most effective to have an objective stance when explaining science because this builds credibility with the audience. The key to communicating science is to speak simply and clearly. Someone who is well-known for popularizing physics and making physics learning much more accessible is Richard Feynman. I was first introduced to his lectures in Physics class in high school and was amazed at how clearly he explained complicated concepts to his very large audience. But in this era of technology, most of the information that people encounter about science is through media. This is why it is necessary to not only learn communication skills, like many graduate students do as part of training, but also learn how to integrate science learning into the electronic sources that we all use on a daily basis. It is essential that the scientific community spreads their knowledge with the public, and is equally essential to be sure to avoid misrepresentation of scientific information and always be respectful of other people’s personal beliefs. In one of the articles, it mentioned that genetically modified foods are a topic that is often misunderstood and misrepresented. I am glad that we chose this topic for our final project to be able to spread awareness of this issue and hope that we will be successful at effectively communicating this information to our audience.

Chapter 5 of Surrounded by Science focused on the importance of sparking and maintaining interest during informal science learning experiences. Since the beginning of our discussions about informal science learning, we have always stressed that an advantage of learning in informal science spaces is the freedom to explore interest in a topic. But the challenge to informal science learning is to find ways to first garner that curiosity and make it a sustained interest. The goal is to make these informal science learners want to come back to learn more. The people involved in science learning need to be excited and motivated. By being able to choose what to learn, where, when, and how, they are more drawn to the material and more intent on creating valuable connections while learning. Exhibits that encourage exploration and free choice better resonate with the science learners. I know for a fact that when I force myself to learn something that I am not interested in, the process takes much longer. And while I do learn the material, I am likely to forget it faster and not be inclined to look up additional information about it later. This chapter is directly related to Stand 1 of informal science learning and proves that if learners are excited while learning, the experience becomes much more relevant and meaningful. One model that was discussed was a six-component model for creating museum exhibits that helps people learn and also helps people retain the information. The six components are – curiosity, confidence, challenge, control, play, and communication. These factors can be extended to a variety of learning spaces and experiences such as the IMAX movies that were discussed. Right after seeing films about scientific concepts, many people engage in discussion with people who saw the movie and also recommend it to people they know. But in addition to this, the film also makes a lasting impression and they are inclined to engage in activities relating to the topic they learned about. In Genetics class in high school, I watched a movie about genetically modified organisms called Food Inc. which highlighted the greed of big corporations involved in making GMOs. This movie had a profound effect on me, as I began to pay closer attention to the foods I bought and become more interested in what role they play in our daily lives. This movie is the main reason why I wanted to do a group project for this class on genetically modified organisms, because while not much is said about GMOs on a daily basis, it is something with which we interact daily.

Chapter 8 revolved around the idea that informal science learning is a lifelong and lifewide process. An adorable quote that the author included was from a grandfather that had just visited a science exhibit. He said, “You learn—it’s amazing. . . . I’m going on 74 and . . . you’re learning something new every day.” But stemming from this idea that informal science setting allows learning to occur throughout a person’s lifespan, it is important to note that people’s interests change over time. Therefore, the way in which they effectively learn also changes and this must be accommodated for. The way that people interact with science is influenced by their lifetime experiences and their approaches to learning will vary. This is why designers for informal learning spaces need to be aware of their audience. My grandmother for example, who truly enjoys learning about science, will be less comfortable learning about science through exhibits meant for the tech-savvy than my little nine-year old cousin because they were brought up in different environments. I think that the main reason for this has to do with how she was raised versus how most kids in America are raised today – with easy access to computers and other advanced technology. Catering to the needs of various age groups is important in establishing a broad audience whose interests would be satisfied.

We have been discussing the value of informal spaces for science learning and how it allows for science to become accessible. But, in reality, there isn’t always equal opportunity for learning because not all informal institutions make a significant effort to incorporate the participation of diverse communities. Many factors – including socioeconomic, ethnic, and historical factors – influence the way people learn and interact with these learning spaces.

This is an important issue not just for science learning, but for learning in general as well. In high school, we learned about the Summer Reading Gap and how people who are economically disadvantaged are not presented with equal opportunities during the summertime. And while some of them outperform the more wealthy groups during the school year, during the summertime they do not have the same learning opportunities and fall behind. This connects with the informal learning environment, as many of these same groups do not feel included in these learning spaces. The main problem with the way people are choosing to remedy the situation is that they believe that simply providing access to non-dominant groups of learners will foster an equal learning experience. But this is not the case. Learning experiences are designed using the socioeconomic and cultural lens of dominant groups in order to appeal to these dominant groups. The example that is given is that the exhibition labels are sometimes written only in English, which puts foreign speakers at a disadvantage.  Not only do they feel disadvantaged while at the museums, many of them also feel unwelcome and choose not to come at all.

Especially when there is a growing community, it is important to cater to their needs and ways of interacting with learning. Kudos goes to the Children’s Discovery Museum who launched an initiative to try to better understand San Jose’s Vietnamese community in order to be able to better integrate them into the learning experience. By studying the communities, they don’t just make it easier for these groups to enter the museum, but find ways to appeal to the groups and enhance their learning experiences while there. Building relationships with the Vietnamese community not only helps with design and planning but also shows that the museum cares about their needs. This helps to create a welcoming atmosphere and shows that their presence at these institutions is valued.

The chapter emphasized the importance of formulating a deeper understanding of the needs of various non-dominant groups. The two solutions that are proposed are to focus on making the designing process of informal environments be a collaborative effort with communities, and to make sure that the design reflects diversity by integrating the interests of these communities.

When I traveled to Spain this summer I visited the Naval Museum in Madrid and experienced firsthand how detrimental it is to not understand the labels in the exhibition. The museum labels are in Spanish as they do not expect many tourists to visit, and while the museum was beautiful, unique, and interesting, it was very difficult to understand the importance of the artifacts in the exhibitions. Even though I have been learning Spanish, it was extremely difficult to be able to translate what was written since I did not learn maritime Spanish vocabulary in school. This highlights the importance of breaking through the language barrier in these informal institutions and I really do believe that more should be done to overcome this, and other, obstacles to learning.

Prior to reading this article and discussing it in class, I was very unfamiliar with Jamaica Bay as it is not an area I frequently visit or hear about. Apart from the occasional drive through the area on the Belt Parkway, I never really got a sense of the community that resides in the region. I was also unaware of the issues in Jamaica Bay – whether they be related to the environment or the species of animals that inhabit the area. But these three chapters focused more on how human interaction with Jamaica Bay has changed over time, and how Gateway which aims to “preserve and protect for the use and enjoyment of present and future generations an area possessing outstanding natural and recreational features” (1) tries to better the community.

Chapter 3 focused on how diversity has increased as immigration has brought new cultural groups into the area. There is also a general pattern of decline in the populations of the older white generation in the Jamaica Bay. These population changes may either be brought about by the arrival of new immigrants or based on rising property values. This new influx of people brings in new ideologies and cultural identities which transform the way that the Jamaica Bay area is used and lived in. Another issue discussed in this chapter is the increase in residents living below the poverty-line. Over time many middle-class families have been leaving the area and poverty rates have been increasing (or remaining at high rates). This increase in poverty levels poses a challenge to groups such as Gateway who need to try to reach these underserved communities with necessary resources.

Chapter 5 discusses how many religious groups are making cultural use of the resources the Bay provides. Many people of Guyanese-Hindu background, people of African and Caribbean origins, and Jews make occasional or regular use of Jamaica Bay for religious purposes. This use of Jamaica Bay as a religious site underscores the diversity within the area but also shows how a place can join different ethnicities. It is fascinating how a place can unite people from such different backgrounds and how they can all share cultural bonds based on the resources Jamaica Bay provides. Hindus and Jews value Jamaica Bay as a place of worship for certain religious rituals, but some residents criticize their practices and say that it is a cause of water pollution (since items are thrown into the body of water during the rituals as symbolic representations). This highlights the fact that many residents have conflicting views as to what purpose Jamaica Bay should serve.

Chapter 6 discussed how changing populations have influenced the change in how Jamaica Bay resources are used. Over the past forty years, there has been a significant increase in diversity of the Jamaica Bay community and surrounding areas. The history of Jamaica Bay development and histories of those who live in the community have influenced the ways in which it is used today. The past sets a precedent for the present. It was surprising to see that the new immigrants are using the shores of Jamaica Bay for different religious rituals and that this pose challenges to those who manage the area.

Studying an area fosters a deeper connection with the community and its environment. This encourages greater engagement with the area and encourages the use of it as a place of learning. After reading about Jamaica Bay, I really do want to go visit to see all that the area has to offer visitors and hear more about the importance of this region to residents.

I live in Brighton Beach which is close to an area discussed in the article, Sheepshead Bay. Every year I also partake in the Tashlikh ceremony on the beaches of Brighton. What we do is we throw pieces of bread into the body of water to cast away our sins of the previous year. We then recite prayers giving thanks and asking for forgiveness. On this day, these Jewish congregations all gather on the beach with members from our Russian-Jewish community and nearby communities for a common purpose. We listen to the sayings of the Rabbi and listen the shofar, and in a way feel closer bonded together. This purpose of the beach on this day is radically different from other summer days where it used much more recreationally. It is interesting how one place can transform itself and serve different purposes for different occasions. Each place is special to individuals for unique reasons and appreciating all these different functions is part of gaining a greater appreciation towards an area.

The two articles that I read described the similarities between the fields of art and science. The first article entitled, “Art as a Way of Knowing” by Marina McDougall, suggested that a link between these two fields is that art encourages public engagement in science but also argues that there is much more linking the two than just that. Art and science both serve as a method of inquiry and knowing. According to the article, since the late 1960s the role of art in science learning has been rapidly revolutionizing. Since the post-Sputnik era, there has been significant blending between art and science lines to create new forms of engagement with and understanding of the world. Learning through art is a way to interact with the natural and social world. Art and science are both based on experiences that involve the use of a combination of different senses. They are also learned through the same methods, require devotion and passion, and have similar purposes – to create a representation of our surroundings. Leonardo da Vinci has always been my favorite artist. He is a genius in so many fields that it is almost an insult to only call him an artist. He is also a scientist who performed many studies focused on observation of various phenomena. His skills as an artist were applied to creating depictions of utmost detail and engineering many machines. He dissected carcasses to learn anatomy and created anatomical representations that were way ahead of their time. Leonardo da Vinci is a perfect example of the intertwined relationship between artistic and scientific genius.

The second article entitled, “The Art of the Brain” by Ashley Taylor, also underscored the vibrant connection between art and science. Much of science cannot be visualized without art diagrams. Drawings of the natural world were extremely important during the early years of science before the modern age of technology. Even now, we learned by watching Jay Holmes’s video about the Museum of Natural History, experts who study morphological differences between spiders to discover new species depend on great art skills to be able to depict the details that cameras cannot capture. This article also brought up the fact that art and science share a purpose since they both try “to portray an aspect of the world that they think is important” (6). They both try to learn something, to teach an idea, and to try to understand the world. Another commonality between the two is that there are certain guiding principles to both fields. The scientific method in science involves the formation of a hypothesis to explore a topic. There are also methods in art such as the Stanislavski method commonly referred to as “method acting” which helps train actors to bring out believable emotions in their performances. But like in art, scientists do not always follow the method of testing hypotheses and doing deductive reasoning. Inductive reasoning is also used which focuses on gathering observations of different things to then formulate a hypothesis based on observations. There is not always a hypothesis to be tested; sometimes scientists want to first show what they observed and then aim to explain. Much the same can be said about art aiming to show first without explaining and then generate thoughts based on the observations. The last point that the article presents is an interesting thought about how our entire interaction with life is all based on the art of perception. Everything that is observed in the world, whether it is art or science, is all processed and perceived through our brain mechanisms. It is all to some degree our imagination that accounts for our idea of the world.

My biggest connection to art is through music – I play both the piano and the violin. Art not only teaches you the patience and determination you need to have in scientific fields, but also encourages creativity that is also necessary in scientific research. After playing these instruments and taking physics in high school, I began to become interested in how these wooden instruments really work. Practicing these instruments every day, and learning about their mechanisms in physics class sparked my interest in learning more about frequencies and the uniqueness of string vibrations. I also visited many art museums and was fascinated by how art has evolved as scientific knowledge progressed. I would say that art is also a science because scientific concepts such as the idea of perspective need to be learned to be able to accurately depict what the eye sees. Seeing how art evolved overtime and how science has expanded is always mind-blowing; and seeing how each helped the other grow through its contributions is equally incredible.

Both authors of these two articles, “Learning in Your Own Backyard: Place-Based Education for Museums” and “The Best of Both Worlds: A Critical Pedagogy of Place” emphasize the importance of incorporating outside surroundings into the process of learning. The first article focuses solely on place-based learning, which entails concentrating on environments to better understand concepts in many different subjects. Janet Petitpas stresses that place-based learning reaps many benefits for students aside from just performing better in school. As previously discussed in Surrounded by Science, informal learning experiences that incorporate interaction with the surroundings allows these students to make connections between what they learn and previous knowledge they obtained. They learn how to actually participate in science rather than simply reading about what happens, and are better able to apply their knowledge to other unfamiliar encounters. Like we have discussed previously in class, these unique learning experiences allow students to better remember the material they learn and benefit from exploring their misconceptions. This article focuses on three informal learning spaces, namely the Turtle Bay Exploration Park, Lower East Side Tenement Museum, and the Bay Area Discovery Museum. Each of these locations embodies the benefits of informal science learning that we have been discussing. The Turtle Bay exhibits highlight the importance of sparking interest in the visitors by encouraging exploration of familiar things to them. When visitors connect new concepts to their previous experiences and knowledge, they can better understand how it is that science works. By becoming an active participant in the community, these students become part of a place in which science learning thrives. This service learning which is an important component of placed-based education is similar to what we did during the BioBlitz for Macaulay Honors College. We served the community, interacted with the New York City learning space that is Central Park, and learned science skills in the process. The second place that the article discusses is the Tenement Museum which I visited with my Macaulay Seminar class last year. This was a very moving experience for me because not only did I learn about the immigrant story, but I also connected on a personal level because my family went through similar circumstances when they arrived in New York City. I understood more about the city I call home, the people who lived there, and also my family history. This museum serves as a very important link between the past and the present, and continues to remind us that we are constantly shaped by our environment in much the same way as we shape the places that we interact with. Hearing the stories about the immigrant families from the workers at the museum was interesting and informative. They encouraged dialogue and conversation, let us ask questions, and this helped us reflect on the experience. This also goes back to the crucial role of interaction and communication in informal learning. The third location, the Bay Area Discovery Museum, discussed the challenges of designers to create memorable experiences that will capture the interests of small children. Since it is important to build an important learning foundation from an early age through exploration of the world around them, designers strived to incorporate the natural environment into the learning experience.

The second article aimed to blend between two schools of thought in education “critical pedagogy” and “place-based education” to create a hybrid referred to as “critical pedagogy of place.” David A. Gruenewald argues that by incorporating the best of each tradition, scientists and learners can broaden and deepen their knowledge. They not only have to reflect critically but also become involved in a relationship with a learning space. I completely agree that it is necessary to not only read words to learn but also experience the world. These two approaches are intertwined and one could not effectively function without the other. According to the article, “a critical pedagogy of place…encourages teachers and students to reinhabit their places…to pursue the kind of social action that improves…the places…now and in the future” (7). This way of learning creates a dynamic relationship between the scientists and their natural surroundings, and fosters the understanding of the forces that influence the way the world functions and is itself shaped. This blend of traditional approaches to education not only strengthens the learner’s connection to the concepts, but also bolsters the development of communities within these environments.

The chapter highlights the benefits of interaction and communication during the science learning process. It describes how interaction helps learners spark their curiosity in the field (Strand 1) and also helps learners engage in scientific activities and learning practices (Strand 5). But I think that the strands are much more intertwined in the social aspect of science learning. Communication and mediation plays a crucial role in bolstering a learner’s understanding of science and prolonging their interest in the topic.

The conversations that take place in exhibits also prove very useful to designers of informal science learning spaces. For example in the Frogs exhibition, the researchers grouped the different dialogue into five categories: perceptual, conceptual, connecting, strategic, and affective. By analyzing these conversations, they were able to develop a sense of what engaged the participants and how they interacted with the exhibits. It underscored the role of explanation in enhancing the science learning experience, especially for youngsters who received mentoring from knowledgeable adults.

The parent and child relationship in informal science institutions such as museums was also very interesting. The parents always tried to make the experience as meaningful as possible by actively engaging in the learning. Based on the data that many groups collected, higher degrees of adult guidance in museums proved very valuable to younger children, but it is also crucial to not have parents overstep the boundary. The learning should revolve around the child, they should feel challenged by the roles they take on, and sometimes the parents become too involved which proves detrimental to the children.

Our experience in BioBlitz, like in other citizen-science projects, benefited greatly from the interaction with mentors who are experts in their field. Our guide, James, led us through the process of bird watching – teaching us valuable skills and facts, and also maintaining our interest in the activity. Without that relationship, we wouldn’t really know what to do and would have learned much less because we didn’t have someone guiding us through the experience.

This summer was the first time I have worked in an organometallic research lab and was thankfully paired with a mentor to guide me through learning the necessary techniques. He taught me the skills that I needed to be able to work on different experiments and showed me the tips he picked up on through his own experiences. I could have learned some of these lab techniques by reading many lab manuals extensively, but having him there to reinforce the concepts I read and visually show me what to do was very helpful.

The most important point of the chapter is to encourage adults, mentors, and parents to strive to provide support and guidance during their children’s informal science learning stages. This will maximize the benefit of the experience and provide more successful results.

Being able to learn from one another, and engaging with other people through conversation makes the process more meaningful and leads to greater understanding.

Chapter 3 of Surrounded by Science highlights the benefit of interactive exhibits as a way to actively engage in scientific experiences. What many don’t appreciate is the amount of thought and planning that goes into creating interactive experiences that would be of benefit to the participants. It is an entire design process that tries to build on prior knowledge and spark questions. A major point that is emphasized is that these exhibits not only supplement the learner’s knowledge about the topic but also transform their understanding about it. They begin to truly understand the inner workings behind the facts they learned and continue to garner their interest in the topic. As part of the design process, it is also crucial to establish the optimal point of interactivity. Simply adding more hands-on features will not necessarily enhance the participant’s learning. What was surprising to me was that an extra amount of features proves detrimental to the learner’s understanding of the topic because it makes them feel overwhelmed. Locating this optimal degree of interactivity becomes a challenge to informal science programs but by using resources such as visitor feedback, the experts can design programs that are both fun and educational.

A very interesting exhibition they discuss is Cell Lab, which is an introductory experience where participants use the tools and practices of science. Many people are scared of laboratory equipment mostly because of their innate fear of the unknown. For example, when little children go to the dentist’s office they cringe at the sight of his tools even before knowing what each one does. The dentist I went to growing up explained each tool to me and even let me hold some of them in my hands. This is why I was never scared of going to the dentist’s office and am still interested in pursing a career in the medical field. Conducting these experiments not only allows these kids to learn about topics such as biology, but also makes them feel a part of the scientific community. Through these different projects and procedures, they interact with other students their age and collaboratively engage in lab experiences. Even the small things such as wearing lab coats, goggles, and gloves make these kids feel like scientists and therefore not feel excluded from the scientific culture.

As a pre-med student I can definitely agree that reading material from the textbook is effective but not necessarily the most engaging way to learn certain topics. As part of my Anatomy class in high school, my teacher encouraged us to play little games to help us memorize the bones of the body. Playing a simple game such as Simon Says made the memorization process much more interesting. Saying “Simon says touch your scapula” or things such as “touch your femur” encouraged us to really learn the skeletal system, be able to respond quickly, and still retain the information years later. Active participation and creativity is the key to truly be successful science learners.

“Citizen Science: Can Volunteers Do Real Research?” by Jeffery P. Cohn addresses the growing importance of the role citizen scientists play in scientific studies. The term “citizen science” is itself a very interesting phrase. According to the reading it “refers to volunteers who participate as field assistants in scientific studies” (193) but I think that this phrase means so much more than that. It represents the boundary between the two opposite views about the accessibility of science and shows the broadening perception of what it means to do science. These volunteers who work together are citizens of the scientific community and are citizens of the outside natural world. They are the bridge in the relationship between everyday people and professionals.

This article also underscores the shift in the roles of volunteers in science. They are playing an increasingly significant role in collecting data and participating in studies that are used in academia. All age groups are involved in these projects from “grade-schoolers to grandmas” (193) and these different people bring varying contributions to the research. The increasing number of citizen science projects over the years also creates a cascade effect, where more projects are being initiated using previous citizen science projects as models. And as thousands of volunteers are getting involved in citizen science projects and telling their acquaintances about it, this phenomenon and its value to science is expanding.

The skeptics of amateur scientists participating in research are also addressed in this article. Some people are hesitant to trust the data collected by non-professionals. But the author and many experts argue that with proper training, it is definitely possible to gain valuable data from citizen scientists. These volunteers learn skills just like scientists do and experts in the field check the results that are collect for reliability too. It is also important to remember that people who volunteer genuinely care to obtain accurate results because they are passionate about the field of study. And those who have not yet obtained the skillset necessary for some parts of research are given easier tasks. For example, some more experienced birders count all the birds they find, while less experienced volunteers will count five easily identifiable species. Therefore, people with different levels of skill are sometimes involved in different aspects of gathering data.

The part of the article that shocked me the most was the fact that little children were able to very accurately identify crabs. It is adorable that even third-graders correctly identified the crabs 80 percent of the time. This helps prove just how accessible science is and how important it is to not be afraid to become involved at any age.