PUTTING THEORY INTO PRACTICE : Tools for Research in Informal Settings / edited by Doris Ash, Jrène Rahm, Leah M. Melber.

Format:

Book

Contributor:

Ash, Doris.

Rahm, Jrène.

Melber, Leah M.

Series:

New Directions in Mathematics and Science Education ; 25

Language:

English

Subjects (All):

Education.

Local Subjects:

Education.

Physical Description:

1 online resource (194 pages)

Edition:

1st ed. 2012.

Place of Publication:

Rotterdam : SensePublishers : Imprint: SensePublishers, 2012.

Language Note:

English

Summary:

Informal learning, also called free choice learning or out-of-school time, is a relatively new field that has grown exponentially in the past 15 years. Research on the learning and teaching that takes place in these non-traditional, non-classroom environments, such as museums, gardens, afterschool and community programs, has enjoyed tremendous growth; yet we still need to understand much more, and more deeply, how people actually interact, participate and learn in such settings. Putting Theory into Practice: Tools for Research in Informal Settings is designed as a research and practice toolkit, offering a range of theoretically well-grounded methods for assessing learning for life in diverse settings and among diverse populations. We pay special attention to the full complexity, challenges and richness involved in such research into learning in places like museums, aquariums, after-school clubs, and gardens. Putting Theory into Practice serves both, researchers and practitioners, as well as a more general audience. This book offers several field-tested methods for building empirically-based, informal learning settings and research deeply grounded and guided by theory. Sociocultural theory, broadly defined, forms the unifying theoretical framework for the different qualitative studies presented. Each chapter clearly lays out the theoretical underpinnings and how these inform the suggested methods. The chapters are written by recognized experts in the field, and each addresses, in its own way, “the synergy among different learning contexts and the benefits of studying how contexts influence learning.” Together they give voice to the diversity, richness, and complexity of the study of learners and learning for life.

Contents:

Preliminary Material / Doris Ash , Jrène Rahm and Leah M. Melber

Introduction / Doris B. Ash and Jrène Rahm

A Reflective Hermeneutic Approach to Research Methods Investigating Visitor Learning / David Anderson

Putting Theory into Practice / Leah Melber

Methodologies for Reflective Practice and Museum Educator Research / Doris B. Ash and Judith Lombana

Reframing Collaborations with Informal Science Institutions / James Kisiel

Action Research as a Means to Learn to Teach in Out-Of-School Settings / Tali Tal

Tracing our Methodological Steps / Thao Mai and Doris Ash

Multi-Sited Ethnography / Jrène Rahm

Mediated Action as a Framework for Exploring Learning in Informal Settings / Shawn Rowe and Jennifer Bachman

Epilogue / Steven R. Guberman

About the Authors / Doris Ash , Jrène Rahm and Leah M. Melber

Index / Doris Ash , Jrène Rahm and Leah M. Melber.

Notes:

Description based upon print version of record.

Includes bibliographical references and index.

Description based on publisher supplied metadata and other sources.

ISBN:

94-6091-963-4

94-6091-964-2

OCLC:

822998728