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006    m     o  d |       
007    cr cnu|||||||| 
008    200713s2001    xx      o     ||||0 eng d 
020    9781933531601|q(electronic bk.) 
020    |z9780873551922 
035    (MiAaPQ)EBC355242 
035    (Au-PeEL)EBL355242 
035    (CaPaEBR)ebr10240801 
035    (CaONFJC)MIL175817 
035    (OCoLC)437220351 
040    MiAaPQ|beng|erda|epn|cMiAaPQ|dMiAaPQ 
050  4 Q183.3.A1C655eb vol 
082 0  507.1073;507/.1/073 
100 1  Katz, Phyllis 
245 10 Community Connections for Science Education :|bHistory and
       Theory You Can Use 
264  1 Arlington, VA :|bNational Science Teachers Association,
       |c2001 
264  4 |c©2001 
300    1 online resource (128 pages) 
336    text|btxt|2rdacontent 
337    computer|bc|2rdamedia 
338    online resource|bcr|2rdacarrier 
505 0  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 
505 8  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 
505 8  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 -- 
       DiscoverySchool.com -- 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: 
520    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 
588    Description based on publisher supplied metadata and other
       sources 
590    Electronic reproduction. Ann Arbor, Michigan : ProQuest 
       Ebook Central, 2020. Available via World Wide Web. Access 
       may be limited to ProQuest Ebook Central affiliated 
       libraries 
650  0 Community education -- United States.;Science -- Study and
       teaching -- United States 
655  4 Electronic books 
700 1  Robertson, William C 
776 08 |iPrint version:|aKatz, Phyllis|tCommunity Connections for
       Science Education : History and Theory You Can Use
       |dArlington, VA : National Science Teachers Association,
       c2001|z9780873551922 
856 40 |uhttps://ebookcentral.proquest.com/lib/sinciatw/
       detail.action?docID=355242|zClick to View