"RESEARCHING SCIENCE AND ENVIRONMENTAL LEARNING IN INFORMAL CONTEXTUAL ENVIRONMENTS ALLOWS US TO EXPAND THEORIES ABOUT LEARNING"
VOLUME 3
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Informal science educator professional identity: Perceptions of NGSS, work with teachers, and the centrality of place
This paper presents the results of a survey
and interview study with informal science educators in a state in the U.S. Midwest.
Using a sociocultural framing of identity, we examined the values and positioning
of ISErs through two avenues: their work with teachers, and the role of place/content
in their work.
Lessons Learned in Building a sustainable and Meaningful cooperative Outreach Program
In the United States there is a growing sentiment that scientists conducting primary research with public funding should also be directly engaged in science education through outreach to the community and public schools
VOLUME 2
A Model for the Development of Evaluation
Literacy in Informal Science Educators
This article reflects on the implementation
of three separate evaluation capacity building (ECB) efforts at informal science
learning organizations in order to inform a new model for developing informal science
educators’ evaluation literacy.
“Grandma says I am a little scientist.” Apprenticeship, Photo-Storytelling, and Identity: A Science Educator’s Culturally Situated Auto-Ethnographic Family Case Study
In this two and half year case study, I used auto ethnography to explore my dual identities as a science educator and grandmother to guide my granddaughter’s explicit early STEM identity development as she baked Sabbath bread with me.
Learning and Becoming in Movement at the Intersection of Formal and Informal Science
This paper builds on the policy statement of the Informal Science Education “Ad Hoc” Committee (Dierking et al., 2003), and unpacks what a convincing story of real world and lifelong learning in science might entail, as called for in the policy document.
VOLUME 1
Paths Toward Hybridity between Equity and Field-Based Environmental Education for Novice Science Teachers
It has become increasingly critical that we no longer consider environmental and social justice issues separately. Well-researched examples of real-world paths toward hybridizing equity and field-based teaching in science education are rare, yet are especially important now, not only as we move towards anti-racist pedagogy, but also in response to the global pandemic and climate change.
Rebuilding Our Teams to Be Critically Conscious in Our Educational Work
This paper builds on the policy statement of the Informal Science Education “Ad
Hoc” Committee (Dierking et al., 2003), and unpacks what a convincing story of
real world and lifelong learning in science might entail, as called for in the policy
document.
Learning from sustainability enactment grounded in Māori worldviews within education settings in Aotearoa New Zealand
Recent events have highlighted multiple crises of related to social justice, environmental sustainability, and the wider wellbeing of humanity. Education for sustainable development (ESD) has been a key plank of the United Nations’ endeavours towards social, cultural, economic, and ecological justice.
