Chapter 9 of Surrounded by Science focuses on integrating all learning experiences: formal and informal. It recognizes that most scientific information is exchanged over the internet, and that in order to be effective, informal science environments need to use new technological platforms to spread their wealth of knowledge.

I think this is a good direction to take. Most of the information I accumulate comes from sources I find on the internet, more so than through printed media such as textbooks and journals. Some reasons for this are the ease of sharing and disseminating information, and the speed at which this sharing can occur. At any given moment I can access reference tables for topics in math, chemistry and physics, or look up an important concept or idea. Despite its notoriety, Wikipedia has become a prime source for learning how different ideas are connected. It really is a web (in the ‘WWW’ sense) that can find a connection between any one or anything. In recent months, YouTube has also become a place of learning, with great contributors like Veritasium and minutePhysics providing knowledge in a high quality and entertaining fashion; it has really become the epitome of the informal learning scene. Museums and other informal learning spaces may benefit from this online exposure, and many have taken to social media to expand their outreach, through sites like Twitter and Facebook.

One issue between informal learning and formal learning is that a lot of the time they do not correspond. Because informal learning is personally driven, there is nobody to set a curriculum, and there is less structure to the learning. Rather, the informal science learner takes his or her time to get to know and become intimate with the scientific knowledge, very much in contrast to a formal environment where information is being hurled at the speed of sound. This may often create problems in integrating formal and informal learning. What can be done to maximize the productivity of school visits to informal science places? One suggestion given in the book is to prepare in advance for museum visits. Ironically, reducing the novelty of the experience results in increased effectiveness of the trip. I can relate to this as well. For some strange reason, I always appreciate things more when I have a deeper understanding of them. For example, Carmina Burana really grew on me after I spent a semester learning to sing it in chorus. Likewise, many physical concepts made more sense and resonated with me only after I took an advanced calculus-based course to understand them. In the same vein, informal science learning is optimized not in lieu of formal science learning, but because of it. That is the key message brought out in Chapter 9.

The four articles all focus on the issue of communicating science. It has been found (by Nisbet and Mooney) that laypeople do not have the background necessary in forming educated opinions on topics of scientific interest. In fact, what people tend to do is pick news sources that concur with their system of belief and only pay attention to information that is relevant to their daily lives. This creates a challenge for scientists in communicating information to the public. They need to be aware of not only what is supported by testing and theory, but in the best way to frame it for consumption by the general public. There is still work to be done in figuring out how to do this, and as Reddy points out, public outreach is not a significant facet of the academic tenure process.

I think we need more exhibits such as Dark Universe which combines visual and aural elements to educate the public about a topic that not even PhDs know very much about. In addition, advanced concepts and ideas should be introduced early on in the academic career so that all laypeople have a basic idea of such things as climate change or evolution. I believe introducing programming into the curriculum will allow us to see how certain ideas follow directly from easily acceptable postulates, as is the case for evolution.

The hardest part would be to try and reduce the effect that cultural identity has on assimilation of and belief in scientific ideas. This seems to clash with the notion of indigenous knowledge, which we have established is important within the framework of informal science learning; for indigenous knowledge is inherently a part of one’s cultural identity. Depending on what scientists wish to accomplish (and how they frame their communication with the public), we may see either a trend toward rejection of accepted scientific knowledge and acceptance of indigenous knowledge, or likewise rejection of indigenous knowledge and acceptance of scientific knowledge. I’m not sure at this point how the two may be reconciled, but I predict that it will be instrumental in improving public outreach by the scientific community.

Chapter 5 of Surrounded by Science focuses on the interest aspect of a person’s visit to an informal learning environment. Specifically, the entire experience is led and directed by what a person finds exciting and worth learning about. This is completely different from a formal learning environment, where for the most part the course is determined by the instructors and faculty. Furthermore, the typical sentiment ‘I am never going to need this’ never emerges within an informal learning environment, specifically because it is self-directed.

Informal learning environments must be designed to be both safe and easy to explore. They must provide a challenging experience for visitors, but not too challenging that they be overwhelmed. I like to think of this as asking someone to run a marathon before they have ever completed a 5K. Asking visitors to wrap their heads around a particularly elusive idea (such as the evidence that the rate of the universe’s expansion is increasing over time), may be difficult for those who never particularly cared for that field in their younger years.

It is my experience that having prior book-knowledge about something makes it so much more illuminating when that something is brought to life via the 5 senses (sight, tough, hearing, etc.) For example, since I just learned about invertebrates in my biology class and for my seminar project, I came to the Natural History Museum with a unique insight on the invertebrate exhibits that we passed by on our way to the Poison exhibit. That insight allowed me to share some interesting facts about isopods (pill bugs) with my peers that otherwise could not have been shared in context. I adopted the role of facilitator, bringing the preserved physical specimen on the wall to life through videos that I took of these species as part of my research.

The chapter on interest goes over the 5 C’s and P of arousing interest in the student of informal learning. They are:

Curiosity – By virtue of the fact that informal learning environments are self-directed, a person will naturally gravitate toward and linger around the exhibits that intrigue him/her and spark the curiosity. It appears that having some prior experience with the subject helps nurture this curiosity and allows a person to act as a facilitator for others.

Confidence – The subject matter is not made so advanced that the informal science visitor has no way of grasping it within the time that he/she remains in a particular exhibit.

Challenge – Without a goal most of us are not motivated to take on a challenge. The promise that an informal science environment has something new to teach is what keeps visitors coming back time and again. Once again, great care must be taken to ensure that the exhibit is not made too challenging so as to overwhelm the visitor.

Control – In a formal learning environment, the student does not have control over what he learns or how much time is spent on a particular topic. In contrast, informal learning environments are designed to be non-linear and may cater to a variety of learning preferences. Control empowers the informal science visitor to choose what he/she wishes to learn and bore deeply into the subject while maintaining a mild level of difficulty.

Play – Without enjoyment the informal learning environment is not far removed from its formal cousin. The power of informal learning is that it naturally lends itself to play and allows the visitor to disengage whenever he/she feels the interest is waning.

Communication – Without communication much of the learning that takes place inside informal learning environments may not take place. This is because as social creatures humans need to communicate in order to disseminate information and for most of us, this is an efficient way to retain information.

Chapter 8 elucidates the concept of life-long learning, and the different ways we learn as we age. The end-of-chapter tips suggest to develop an understanding of the target audience before developing a program. The audience background, strengths and weaknesses, interests, and the educator’s learning goals are all things to take into account when applying the idea of life-long learning to an informal science environment.

Chapter 7 of Surrounded by Science covers the effects that culture and different ethnic backgrounds have on the approach that informal science institutions must take in order to reach out to people from these different backgrounds. It’s an interesting issue that I have never thought of before, but I believe that it’s important enough to pursue. The fact that most ISI’s do NOT have multi-lingual descriptions and labels means that the majority of people visiting the ISI who are from a foreign country (such as tourists or first generation immigrants) will not have the luxury of printed aides that may be very important in a zoo or a museum.

Some ISI’s have undertaken the challenge of catering to a specific ethnic group. For example, the Children’s Discovery Museum launched an exhibit named Secrets of Circles specifically for the Vietnamese community as an attempt to better understand this growing population in San Jose. Some barriers to learning where primarily logistical, such as the admission cost, transportation, parking fees, and location. Some complained that the exhibit had elements that were not Vietnamese but Chinese. In my opinion, too much specificity may hurt an exhibit more than too little, because it may alienate all other group that are not Vietnamese that may also want to see the exhibit.

In addition to cultural barriers, ISI’s also need to cater to those with different learning abilities or physical disabilities. The concept of Universal Design says that the ISI should be able to accommodate visitors of all skill levels, so they may be accessible for all. I think this is a good idea. Being able to make all visitors enjoy the ISI is important for the reputation of the ISI and its goals of educating the public.

Chapter Three of the NPS report covers the changing demography of the Jamaica Bay Watershed. In essence, there has been an enormous and unprecedented flux of immigration to the Jamaica Bay area that has shifted the ethnic proportions of each neighborhood quite significantly. Surprisingly, the population around the Jamaica Bay area has increased at almost twice the rate of increase in the rest of New York City. Taking a closer look at the individual neighborhoods comprising the Watershed, it was found that in fact the Brownsville and Sheepshead Bay areas saw a decline in population over the entire time span being studied – from 1970 to 2008. The 30% decline in population in Brownsville and 5% decline in the population of Sheepshead Bay was met with increases in the populations of all the other areas, with the most rapidly growing community being Kew Gardens, with a 33% increase over 38 years.

This population growth is attributed to the arrival of immigrants and migrants from within NYC. A broad look at the ethnic makeup of the Jamaica Bay Watershed reveals a sharp decrease in the proportion of white, non-hispanics and a moderate increase in the black, latino, and asian groups. A closer look at the individual neighborhoods reveals some that are predominantly white (Borough Park, Sheepshead Bay/Gravesend) and some that are predominantly black (Brownsville, East New York, Canarsie, East Flatbush, S. Crown Heights, Rosedale, Jamaica), and some that are mixed (Flatbush, Kew Gardens, Howard Beach/S. Ozone Park, Rockaway). Across the board, the percent of population that is native born dropped between 1970 and 2008. This is correlated with intention of immigrants to become American citizens and assimilation into American culture.

Data from the US Census reveals a 3-fold increase in the educational attainment of residents in the Jamaica Bay Watershed. On the other hand, the proportion of people living below the poverty line has doubled and was almost 20% in 2008.

The chapter concludes by noting the communities that have made the most use of Gateway resources thus far: people of Guyanese-Hindu background, the Indian sub-continent, and people of African and Caribbean origins.

As a resident of Sheepshead Bay, I haven’t identified myself as belonging to the Jamaica Bay Watershed. Nobody that I know has identified with this rather large group of communities which are very different going from one neighborhood to the next. It’s interesting to see that some people do have an intimate relationship with the surrounding geography and ecology, and that they make use of these resources for personal or religious reasons. Perhaps I too will grow to appreciate what the Jamaica Bay and the Wildlife Refuge have to contribute to the diversity of New York City.