Learning Science beyond the Classroom
Learning Science beyond the Classroom
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课堂之外学习科学
DOI：
10.1086/461875
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发表时间：
1997
期刊：
影响因子：
--
通讯作者：
L. Ramey
中科院分区：
文献类型：
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作者：
L. Ramey
科学教育改革文件呼吁以学生学得最好的方式教授科学，即使用简单的日常材料进行实践、参与调查。在科学教育的重新设计中，科学中心、博物馆和动物园等非正式的科学学习环境经常被忽视，它们为学生提供了与课程目标密切相关的引人入胜的科学体验。在本文中，我研究了有关课堂以外科学学习的工艺知识和基于研究的文献的横截面，描述了非正式的科学教育计划，并讨论了对加强科学教学的影响。本文重点讨论了在各种校外科学环境中，非正式科学学习经历对于儿童以及在职和职前教师的重要性。非正式的科学教育环境为学生提供了独特的、引人入胜的科学学习机会，并为课堂教师提供了丰富的科学教学资源。提出了加强学校/非正式科学教育和学校政策变革的模型。
Science education reform documents call for science to be taught in the manner that students learn best, by conducting hands-on, engaging investigations using simple everyday materials. Often overlooked in the redesign of science education, informal science learning environments such as science centers, museums, and zoos provide students with captivating science experiences that can be related closely to curricular objectives. In this article I examine a cross-section of craft knowledge and research-based literature on science learning beyond the classroom, describe informal science education programs, and discuss implications for enhanced science teaching. The article focuses on the importance of informal science learning experiences, in the context of a variety of out-of-school science environments, for children and for in-service and preservice teachers. Informal science education environments provide students with unique, engaging science learning opportunities and classroom teachers with a wealth of science teaching resources. A model for enhanced school/informal science education and for school-level policy change is proposed.