國立虎尾科技大學 |

Learning as change : = Responding to socio-scientific issues through informal education.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Learning as change :/
其他題名:	Responding to socio-scientific issues through informal education.
作者:	Allen, Lauren Brooks.
面頁冊數:	1 online resource (158 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
標題:	Science education. -
電子資源:	click for full text (PQDT)
ISBN:	9781369318135

Learning as change : = Responding to socio-scientific issues through informal education.
Allen, Lauren Brooks.

Learning as change :Responding to socio-scientific issues through informal education. - 1 online resource (158 pages)

Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.

Thesis (Ph.D.)--University of Pittsburgh, 2016.

Includes bibliographical references

Informal learning is an important venue for educating the general public about complex socio-scientific issues: intersections of scientific understanding and society. My dissertation is a multi-tiered analysis of how informal education, and particularly informal educators, can leverage learning to respond to one particular socio-scientific issue: climate change. Life-long, life-wide, and life-deep learning not only about the science of climate change, but how communities and society as a whole can respond to it in ways that are commensurate with its scale are necessary.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369318135Subjects--Topical Terms:

1151737
Science education.
Index Terms--Genre/Form:

554714
Electronic books.

Learning as change : = Responding to socio-scientific issues through informal education.
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500 $a Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
500 $a Adviser: Kevin Crowley.
502 $a Thesis (Ph.D.)--University of Pittsburgh, 2016.
504 $a Includes bibliographical references
520 $a Informal learning is an important venue for educating the general public about complex socio-scientific issues: intersections of scientific understanding and society. My dissertation is a multi-tiered analysis of how informal education, and particularly informal educators, can leverage learning to respond to one particular socio-scientific issue: climate change. Life-long, life-wide, and life-deep learning not only about the science of climate change, but how communities and society as a whole can respond to it in ways that are commensurate with its scale are necessary.
520 $a In my three-article dissertation, I investigated the changes in practice and learning that informal educators from a natural history museum underwent in the process of implementing a new type of field trip about climate change. This study focused on inquiry-based learning principles taken on by the museum educators, albeit in different ways: learner autonomy, conversation, and deep investigation. My second article, a short literature review, makes the argument that climate change education must have goals beyond simply increasing learners' knowledge of climate science, and proposes three research-based principles for such learning: participation, relevance, and interconnectedness. These principles are argued to promote learning to respond to climate change as well as increased collective efficacy, necessary for responding. Finally, my third article is an in-depth examination of a heterogeneous network of informal educators and environmental professionals who worked together to design and implement a city-wide platform for informal climate change learning. By conceptualizing climate change learning at the level of the learning ecology, educators and learners are able to see how it can be responded to at the community level, and understand how climate change is interconnected with other scientific, natural, and social systems. I briefly discuss a different socio-scientific issue to which these principles can be applied: heritable, human manipulation of other biological entities; in other words, genetic engineering.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Science education. $3 1151737
650 4 $a Climate change. $2 bicssc $3 1009004
650 4 $a Museum studies. $3 1179596
655 7 $a Electronic books. $2 local $3 554714
690 $a 0714
690 $a 0404
690 $a 0730
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710 2 $a University of Pittsburgh. $b Learning Sciences and Policy. $3 1188563
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