By Marilyn Fenichel and Heidi A. Schweingruber; National Research Counci
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Dierking, and S. ), In Principle, in Practice: Museums as Learning Institutions (pp. 197-215). Lanham, MD: AltaMira Press. National Research Council. (1999). Executive summary. How People Learn (pp. xi-xvii). Committee on Developments in the Science of Learning, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press. National Research Council. (2009). Introduction. Chapter 1 in Committee on Learning Science in Informal Environments, Learning Science in Informal Environments: People, Places, and Pursuits.
Do your current offerings encompass all of the strands? Which strands are covered most frequently? Are there any strands that are 32 Surrounded by Science Copyright © National Academy of Sciences. All rights reserved. html rarely touched on? Are there any strands that seem particularly important for your setting, but have not been programmed in? • Involve local learning researchers or educators. Make use of other resources available in your community to discuss learning and learning outcomes. You could create an advisory group of knowledgeable experts.
A birdwatcher from New Mexico described Project FeederWatch participants feed birds throughout the year; they also observe, record, and report the birds that visit their bird feeders. how the project improved basic birdwatching skills: “After participating in Project FeederWatch for several seasons, my bird identification skills have improved immensely. ” Science and Science Learning Copyright © National Academy of Sciences. All rights reserved. html Challenging Enthusiastic Birders What is particularly interesting about this phase of the project is the number of questions staff Because so many participants return to the program received about the experimental process.