國立虎尾科技大學 |

New Ground = Pushing the Boundaries of Studying Informal Learning in Science, Mathematics, and Technology /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	New Ground/ edited by Karen S. Sullenger, R. Steven Turner.
其他題名:	Pushing the Boundaries of Studying Informal Learning in Science, Mathematics, and Technology /
其他作者:	Sullenger, Karen S.
面頁冊數:	XII, 306 p.online resource. :
Contained By:	Springer Nature eBook
標題:	Education. -
電子資源:	https://doi.org/10.1007/978-94-6300-022-2
ISBN:	9789463000222

New Ground = Pushing the Boundaries of Studying Informal Learning in Science, Mathematics, and Technology /
New GroundPushing the Boundaries of Studying Informal Learning in Science, Mathematics, and Technology /[electronic resource] :edited by Karen S. Sullenger, R. Steven Turner. - 1st ed. 2015. - XII, 306 p.online resource. - Bold Visions in Educational Research. - Bold Visions in Educational Research.

Between 2004 and 2009, university educators, practicing scientists, museum and science-centre personnel, historians, and K-12 teachers in Canada’s eastern Atlantic provinces came together as a research community to investigate informal learning in science, technology, and mathematics. The interdisciplinary collaboration, known as CRYSTAL Atlantique, was sponsored by Canada’s National Science and Engineering Research Council. In this volume, the CRYSTAL participants look back on their collective experience and describe research projects that pushed the boundaries of informal teaching and learning. Those projects include encounters between students and practicing scientists in university laboratories and field studies; summer camps for science engagement; after-school science clubs for teachers and students; innovative software for computer assisted learning; environmental problem-solving in a comparative, international context; online communities devoted to solving mathematical problems; and explorations of ethonomathematics among Canadian aboriginal peoples. The editors and contributors stress the need for research on informal learning to be informed continuously by a notion of science as culture, and they analyze the forms of resistance that studies of informal learning frequently encounter. Above all, they urge a more central place for informal science learning in the larger agenda of educational research today.

ISBN: 9789463000222

Standard No.: 10.1007/978-94-6300-022-2doiSubjects--Topical Terms:

555912
Education.

LC Class. No.: L1-991

Dewey Class. No.: 370

New Ground = Pushing the Boundaries of Studying Informal Learning in Science, Mathematics, and Technology /
LDR:02724nam a22003615i 4500 001 965400
003 DE-He213
005 20200920095757.0
007 cr nn 008mamaa
008 201211s2015 ne | s |||| 0|eng d
020 $a 9789463000222 $9 978-94-6300-022-2
024 7 $a 10.1007/978-94-6300-022-2 $2 doi
035 $a 978-94-6300-022-2
050 4 $a L1-991
072 7 $a JN $2 bicssc
072 7 $a EDU000000 $2 bisacsh
072 7 $a JN $2 thema
082 0 4 $a 370 $2 23
245 1 0 $a New Ground $h [electronic resource] : $b Pushing the Boundaries of Studying Informal Learning in Science, Mathematics, and Technology / $c edited by Karen S. Sullenger, R. Steven Turner.
250 $a 1st ed. 2015.
264 1 $a Rotterdam : $b SensePublishers : $b Imprint: SensePublishers, $c 2015.
300 $a XII, 306 p. $b online resource.
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
347 $a text file $b PDF $2 rda
490 1 $a Bold Visions in Educational Research
520 $a Between 2004 and 2009, university educators, practicing scientists, museum and science-centre personnel, historians, and K-12 teachers in Canada’s eastern Atlantic provinces came together as a research community to investigate informal learning in science, technology, and mathematics. The interdisciplinary collaboration, known as CRYSTAL Atlantique, was sponsored by Canada’s National Science and Engineering Research Council. In this volume, the CRYSTAL participants look back on their collective experience and describe research projects that pushed the boundaries of informal teaching and learning. Those projects include encounters between students and practicing scientists in university laboratories and field studies; summer camps for science engagement; after-school science clubs for teachers and students; innovative software for computer assisted learning; environmental problem-solving in a comparative, international context; online communities devoted to solving mathematical problems; and explorations of ethonomathematics among Canadian aboriginal peoples. The editors and contributors stress the need for research on informal learning to be informed continuously by a notion of science as culture, and they analyze the forms of resistance that studies of informal learning frequently encounter. Above all, they urge a more central place for informal science learning in the larger agenda of educational research today.
650 0 $a Education. $3 555912
650 1 4 $a Education, general. $3 1068901
700 1 $a Sullenger, Karen S. $e editor. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1260987
700 1 $a Turner, R. Steven. $e editor. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1260988
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer Nature eBook
830 0 $a Bold Visions in Educational Research $3 1260989
856 4 0 $u https://doi.org/10.1007/978-94-6300-022-2
912 $a ZDB-2-SHU
912 $a ZDB-2-SXED
950 $a Humanities, Social Sciences and Law (SpringerNature-11648)
950 $a Education (R0) (SpringerNature-43721)