Non-Formal and Informal Science Learning in the ICT Era PDF
Preview Non-Formal and Informal Science Learning in the ICT Era
Lecture Notes in Educational Technology Michail Giannakos Editor Non-Formal and Informal Science Learning in the ICT Era Lecture Notes in Educational Technology Series Editors Ronghuai Huang, Smart Learning Institute, Beijing Normal University, Beijing, China Kinshuk, College of Information, University of North Texas, Denton, TX, USA Mohamed Jemni, University of Tunis, Tunis, Tunisia Nian-ShingChen,NationalYunlinUniversityofScienceandTechnology,Douliu, Taiwan J. Michael Spector, University of North Texas, Denton, TX, USA TheseriesLectureNotesinEducationalTechnology(LNET),hasestablisheditself asamediumforthepublicationofnewdevelopmentsintheresearchandpracticeof educational policy, pedagogy, learning science, learning environment, learning resources etc. in information and knowledge age, – quickly, informally, and at a high level. Abstracted/Indexed in: Scopus, Web of Science Book Citation Index More information about this series at http://www.springer.com/series/11777 Michail Giannakos Editor Non-Formal and Informal Science Learning in the ICT Era 123 Editor Michail Giannakos Department ofComputer Science NorwegianUniversity of Science andTechnology Trondheim, Norway ISSN 2196-4963 ISSN 2196-4971 (electronic) Lecture Notesin EducationalTechnology ISBN978-981-15-6746-9 ISBN978-981-15-6747-6 (eBook) https://doi.org/10.1007/978-981-15-6747-6 ©SpringerNatureSingaporePteLtd.2020 Thisworkissubjecttocopyright.AllrightsarereservedbythePublisher,whetherthewholeorpart of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission orinformationstorageandretrieval,electronicadaptation,computersoftware,orbysimilarordissimilar methodologynowknownorhereafterdeveloped. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publicationdoesnotimply,evenintheabsenceofaspecificstatement,thatsuchnamesareexemptfrom therelevantprotectivelawsandregulationsandthereforefreeforgeneraluse. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained hereinorforanyerrorsoromissionsthatmayhavebeenmade.Thepublisherremainsneutralwithregard tojurisdictionalclaimsinpublishedmapsandinstitutionalaffiliations. ThisSpringerimprintispublishedbytheregisteredcompanySpringerNatureSingaporePteLtd. The registered company address is: 152 Beach Road, #21-01/04 Gateway East, Singapore 189721, Singapore Contents Part I Introduction to Science Learning 1 An Introduction to Non-formal and Informal Science Learning in the ICT Era . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Michail N. Giannakos 2 Applying the Lens of Science Capital to Understand Learner Engagement in Informal Maker Spaces . . . . . . . . . . . . . . . . . . . . . 15 Heather King and Elizabeth A. C. Rushton Part II Technological Frameworks, Development and Implementation 3 Digital Games for Science Learning and Scientific Literacy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Iro Voulgari 4 Web-BasedLearninginComputerScience:InsightsintoProgress and Problems of Learners in MOOCs . . . . . . . . . . . . . . . . . . . . . . 51 Johannes Krugel and Peter Hubwieser Part III Novel Frameworks and Pedagogical Considerations 5 Music and Coding as an Approach to a Broad-Based Computational Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 Michael S. Horn, Amartya Banerjee, and Melanie West 6 Programming in Primary Schools: Teaching on the Edge of Formal and Non-formal Learning. . . . . . . . . . . . . . . . . . . . . . . . 99 Katharina Geldreich and Peter Hubwieser v vi Contents 7 Games for Artificial Intelligence and Machine Learning Education: Review and Perspectives . . . . . . . . . . . . . . . . . . . . . . . . 117 Michail Giannakos, Iro Voulgari, Sofia Papavlasopoulou, Zacharoula Papamitsiou, and Georgios Yannakakis Part IV Learning Design and Experience 8 Looking at the Design of Making-Based Coding Activities Through the Lens of the ADDIE Model . . . . . . . . . . . . . . . . . . . . . 137 Sofia Papavlasopoulou and Michail Giannakos 9 Guidelines for Empowering Children to Make and Shape Digital Technology—Case Fab Lab Oulu . . . . . . . . . . . . . . . . . . . . 153 MarianneKinnula,NettaIivari,IvánSánchezMilara,andJaniYlioja Part V Synopsis and Research Agenda 10 Science Learning in the ICT Era: Toward an Ecosystem Model and Research Agenda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181 Michail N. Giannakos Part I Introduction to Science Learning Chapter 1 An Introduction to Non-formal and Informal Science Learning in the ICT Era MichailN.Giannakos Abstract ThischapterprovidesanoverviewofthiseditedvolumeonNon-formal andInformalScienceLearningintheICTEra.Thegoalofthisvolumeistointroduce the reader to evidence-based non-formal and informal science learning considera- tions(includingtechnologicalandpedagogicalinnovations)thathaveemergedinand empoweredtheinformationandcommunicationstechnology(ICT)era.Thecontri- butions come from diverse countries and contexts (e.g., hackerspaces, museums, makerspaces, after-school activities) to support a wide range of educators, prac- titioners, and researchers (e.g., K-12 teachers, learning scientists, museum cura- tors, librarians, parents, and hobbyists). The documented considerations, lessons learned,andconceptshavebeenextractedusingdiversemethods,rangingfromexpe- riencereportsandconceptualmethodstoquantitativestudiesandfieldobservation usingqualitative methods.Thisvolumeattemptstosupportthepreparation,setup, and implementation, but also evaluation of informal learning activities to enhance scienceeducation.Inthisfirstchapter,weintroducethereadertothevolume,present thecontributions,andconcludebyhighlightingthepotentialemergingtechnologies andpracticesconnectedwithconstructionism(e.g.,themakermovement),coding, and joyful activities that are currently taking place under different spaces such as hackerspaces,makerspaces,TechShops,FabLabs,museums,libraries,andsoon. · · Keywords Informallearning Non-formallearning Scienceeducation 1.1 Introduction According to the established definitions coming from the European guidelines (CEDEFOP2009),formallearningoccursinanorganizedandstructuredenviron- ment (e.g., in an education or training institution or on the job) and is explicitly designatedaslearning(intermsofobjectives,time,orresources).Formallearningis alsointentionalfromthelearner’spointofviewandtypicallyleadstovalidationand B M.N.Giannakos( ) NorwegianUniversityofScienceandTechnology(NTNU),Trondheim,Norway e-mail:[email protected] ©SpringerNatureSingaporePteLtd.2020 3 M.Giannakos(ed.),Non-FormalandInformalScienceLearning intheICTEra,LectureNotesinEducationalTechnology, https://doi.org/10.1007/978-981-15-6747-6_1 4 M.N.Giannakos certification.Thisintheworldofscience,technology,engineering,andmathematics (STEM) education largely coincides with science classes in schools and tertiary education,althoughweagreethatformalsciencelearningplaysanimportantdirect and indirect role in non-formal and informal learning as well. The focus of this volumeisonnon-formalandinformalsciencelearningthattakesplaceoutsidethe classroom,andformalsciencelearningismentionedincaseswhereitscontribution influencesnon-formalandinformalsciencelearning. Thereissubstantialbroadknowledgealreadyaboutinformalsciencelearningand science education outside the classroom (e.g., Lloyd et al. 2012; Falk et al. 2012; Robelenetal.2011).Whatisstillneeded,especiallyattheEuropeanlevel,ismuch deeper insights into the nature and multifaceted impact of this type of learning. Gainingsuchdeeplyprobinginsightsrequiresafocusonspecificareasofthewider field,consideringcontemporarydevelopmentssuchastechnologicalandpedagogical innovations, which will yield results that can then both be extrapolated and guide furtherresearchinotherneighboringareas. Innon-formalsciencelearning,weconsiderlearningthatisembeddedinplanned activitiesnotalwaysexplicitlydesignatedaslearning(intermsoflearningobjectives, learningtime,orlearningsupport),butthatcontainsanimportantlearningelement; non-formalsciencelearningis,mostofthetime,intentionalfromthelearner’spoint ofviewandcantakeplaceinmuseums,sciencecamps/clubs,andsoon.Ininformal science learning, learning results from daily activities related to work, family, or leisure,whichisnotorganizedorstructuredintermsofobjectives,time,orlearning support, and is mostly unintentional from the learner’s perspective. Therefore, the levelofintentionalityplaysanimportantroleinbothnon-formalandinformalscience learning. During the last few years, we have seen new ways in which non-formal and informal science learning is taking place through various activities (e.g., coding, making,play).ThoseactivitiesarenowadaystakingplaceoutsideK-12schooland highereducationscienceclassrooms,beyondtheformalboundariesofscienceeduca- tion.Theincreasedinterestinandimplementationofthoseactivitieshaveledtothe developmentandpracticeofdifferenttools,affordances,andmethodsthatsupport awiderangeofeducatorsandpractitioners(e.g.,K-12teachers,museumcurators, librarians,parents,andhobbyists).Thischapterinitiatesadiscussionontheroleand potentialofthoseactivitiestosupportnon-formalandinformalsciencelearning,as wellasontheirimpactoncurrentpracticesandsociety. 1.2 Coding,Making,andPlayingasEnablers ofOut-of-Classroom ScienceLearning Among the various informal science learning spaces and practices, much atten- tion has been given to experiences and activities characteristically (one could also say,traditionally)associatedwithsciencemuseumsandcenters,zoos,exhibitions,
The list of books you might like
