Author Katz, Phyllis
Title Community Connections for Science Education : History and Theory You Can Use
Imprint Arlington, VA : National Science Teachers Association, 2001
book jacket
Descript 1 online resource (128 pages)
text txt rdacontent
computer c rdamedia
online resource cr rdacarrier
Note Intro -- Table of Contents -- Preface -- Acknowledgments -- References -- An NSTA Position Statement on Informal Science Education -- Preamble -- Declaration: -- References -- Main Authors of Informal Science Position Statement -- Introduction -- The Symbiosis of Formal and Informal Education -- People Learn Best When They Can Build on What They Almost Know Already. -- The Challenge of an Integrated System -- A New Teacher-Training Model -- Section I The Role of Informal Science Education in Learning -- People Do Not Learn Things in One Moment in Time, But Over Time. -- Personal Context -- Sociocultural Context -- Physical Context -- References -- Section II-1 National Parks- Exciting Venues for Teaching and Learning Science -- The Power of Place -- National Parks-Long Recognized as Resources for Learning -- Parks as Classrooms® -- Parks and Science Education Reform -- Park Experiences Promote Learning- What Research Tells Us -- Parks and the Future -- References -- Section II-2 Informal Science Education: A Continuous Part of the Girl Scout Program -- References -- Section II-3 The Power of Television in Informal Education -- CTW Television Series -- Some Rules for Production -- Educational Impact -- 3-2-1 Contact. -- Square One TV. -- Conclusion -- References -- Section II-4 The Science Connections in African-American Churches -- What We Have Learned -- References -- Section II-5 My Changing View of Field Trips -- References -- Section II-6 Science Education in Boys & Girls Clubs -- References -- Section II-7 4-H-Science from Practical Education -- Cooperative Extension Mission -- 4-H Setting As Appropriate for Sciencing -- Research As a Foundation for 4-H Science Education Resources -- Research Supporting Work with Targeted Audiences -- References -- Section II-8 HOSO: Play, Practice, Parents, and Time -- References
Section II-9 The Educator's Species -- Connecting Conservation and Science Education at Accredited Aquariums and Zoos -- The Educator's Species and the American Zoo and Aquarium Association -- Schools and Museums: Complementary Learning Environments -- An Additional Distinction- The Importance of Accreditation -- Can Aquariums and Zoos Help? -- Models of Partnership Excellence -- References -- Section II-10 The Use of Research and Evaluation in Science Museums and Science Centers -- General Audiences -- Families-Intergenerational Learning -- Youth-Involving Underrepresented Youth with Science -- Teachers and the Schools -- Resources -- WEB sites -- References -- Section II-11 Ecology Foundations: Environmental Education in the Field -- What Research Supports Our Setting As One Appropriate to Science Education? -- How Did/Do We Use Research to Plan Our Activities for Learning? -- References -- Section III Evaluation: Parks Project Sample -- How Do We Assess the Informal Education Component? -- What Is Program Evaluation? -- Who Should Do Evaluation? -- A Stakeholder-Based Evaluation in Action -- The Stakeholder-Based Approach -- A Local Example -- In Summary -- References -- Section IV At the Table- A Classroom Teacher and Informal Educator -- What does informal science education mean to you? -- What gives informal science education its power? -- How do Standards and informal science education fit? -- How do assessments and informal science education work together? -- What are some systemic challenges to using informal science education? -- What are some other challenges to the formal/ informal mix? -- What opportunities do you see for collaboration? -- Section V Who We Are- Informal Science Educators -- Elaine Andrews -- Bruce L. Carr -- Peggy Cole -- Lynn D. Dierking -- John H. Falk -- Shalom Fisch -- Yolanda George -- Joe Heimlich -- Phyllis Katz
Harriet Mosatche -- Emmalou Norland -- Anita O'Neill -- Celeste Prussia -- Joel Schneider -- Tom Smart -- George Tressel -- Julia Washburn -- Vanessa Westbrook -- Web Resources -- 4-H -- AAAS -- AABGA: American Association of Botanical Gardens and Arboreta -- AAM: American Association of Museums -- AZA: American Zoo and Aquarium Association -- ASTC: Association of Science-Technology Centers, Incorporated -- Boys & Girls Clubs of America -- -- Exploratorium -- Girl Scouts of the U.S.A. -- Hands On Science Outreach -- IMLS: Institute of Museum and Library Services -- Institute for Learning Innovation -- Missouri Botanical Garden -- National Park Service -- New York Hall of Science -- Sesame Workshop -- Texas SSI's Informal Science Education Association -- The Why Files -- University of Wisconsin-Extension -- Appendix -- About Parks As Resources for Knowledge in Science (PARKS) -- PARKS Program Description -- PARKS Goals:
Community Connections For Science Education: History and Theory You Can Use, Volume II takes a look at various informal science education (ISE) settings-some found in most communities, some unique to one location. An informal science experience has the potential to enhance hands-on interaction, and by extension, scientific inquiry. Here the authors speak of their joys and constraints as they offer an insider's perspective of what informal science settings can provide teachers, parents, school board members, and informal educators
Description based on publisher supplied metadata and other sources
Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2020. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries
Link Print version: Katz, Phyllis Community Connections for Science Education : History and Theory You Can Use Arlington, VA : National Science Teachers Association,c2001 9780873551922
Subject Community education -- United States.;Science -- Study and teaching -- United States
Electronic books
Alt Author Robertson, William C