LEADER 03787nam 2200529 450 001 9910686777403321 005 20240112103651.0 010 $a3-031-13291-2 024 7 $a10.1007/978-3-031-13291-9 035 $a(CKB)5710000000114958 035 $a(DE-He213)978-3-031-13291-9 035 $a(MiAaPQ)EBC7233668 035 $a(Au-PeEL)EBL7233668 035 $a(EXLCZ)995710000000114958 100 $a20230731d2023 uy 0 101 0 $aeng 135 $aurnn#008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aHow People Learn in Informal Science Environments /$fPatricia G. Patrick, editor 205 $aFirst edition. 210 1$aCham, Switzerland :$cSpringer,$d[2023] 210 4$d©2023 215 $a1 online resource (XIII, 568 p. 92 illus., 46 illus. in color.) 311 $a3-031-13290-4 320 $aIncludes bibliographical references and index. 327 $aPart 1: Adult Learning -- Chapter 1. Teaching About the Holocaust Through Expeditionary Learning -- Chapter 2. Conceptualising and working With a Theory of Learning for Adults Who Need to Know -- Part 2: Aquariums, Arboretums, and Zoos -- Chapter 3. The ARCS Model: Motivate Audiences and Facilitating Learning -- Chapter 4. Application of the Contextual Model of Learning and the Situated Identity Model in Informal STEM Learning Research -- Chapter 5. Socioscientific Issues and the Potential for Fostering Engagement in Informal Science Institutions -- Chapter 6. Sociocultural Theory: Defining Interactions at an Arboretum, Aquarium, and State Park -- Chapter 7. Merging Three Learning Theories to Understand How Learning Outside the Classroom Institutions Learn Themselves -- Part 3: Community Spaces -- Chapter 8. A Mobile Theory of Learning and Becoming in and Through Relations of Dignity: A Research Framing for Research Outside the Classroom -- Chapter 9. Complementing Informal STEM Education with Social Entrepreneurship -- Chapter 10. Playing to Become a Science Person: The Application of Play and Identity Theories in Two Out-of-School Settings. 330 $aThis edited volume brings together an international perspective of 22 diverse learning theories applied to a range of informal science learning environments. The book is divided into 7 sections: community of practice, critical theory, identity theory, sociocultural, socioscientific, and social entrepreneurship, systems theory, and theory development. The chapters present how researchers from diverse backgrounds and cultures use theories in their work and how these may be applied as theoretical frameworks for future research. The chapters bridge theory and practice and collectively address a wide range of ages (children-adults) and contexts. The book is written to engage a broad audience of researchers in universities and museums, while appealing to the growing number of researchers and educators who recognize the importance of informal learning to the development of environmental and scientific literacy. It is essential reading for inexperienced researchers and those seeking new theoretical perspectives. 606 $aNon-formal education 606 $aScience$xStudy and teaching 606 $aEnsenyament científic$2thub 606 $aEducació no-formal$2thub 608 $aLlibres electrònics$2thub 615 0$aNon-formal education. 615 0$aScience$xStudy and teaching. 615 7$aEnsenyament científic 615 7$aEducació no-formal 676 $a371.04 702 $aPatrick$b Patricia G. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910686777403321 996 $aHow People Learn in Informal Science Environments$93088194 997 $aUNINA