Online Assignment

1. ONLINE ASSIGNMENT
Name : Athira.L.
Option : Physical Science
Candidate code : 18214384003

2. TOPIC
Informal learning contexts such as parks, Museum , historical
monuments, play ground, Music room, Planetarium, Agency for Non –
conventional Energy and Rural Technology (ANERT) etc.

3. INTRODUCTION
Learning is the new ways of doing things and attempt to adjust to new
situations learning that is not formal learning or non formal learning. Informal
learning is organized differently than formal and non-formal learning because it
has no set objective in terms of learning outcomes and is never intentional from
the learner’s standpoint. Often it is referred to as learning by experience or just
as experience. The informal learning contexts include parks, museums, Music
room, playground, historical monuments and planetarium. These informal
learning context provide variety of learning experience.
Informal learning is persistent and pervasive ongoing phenomenon of
learning via participation or learning via knowledge creation, in contrast with the
traditional view of teacher – centered learning via knowledge acquisition.
The term is often conflated however with non formal learning and self –
directed learning it is widely used in the context of corporate training and
education in relation to return on investment or return – on learning it is also
widely used when referring to science education, in relation to citizen science or
informed science education. The conflated meaning of informed and non formal
learning explicates mechanismsof learning that organically occur outside the
realm of traditional instructor-led programs, eg. Reading self- selected books,
participating in self-study programs, musicroom, planetarium, navigating
performance support materials and systemsincidential skills practice,

4. receptivityof coaching or mentoring, seeking advice from peers, or participation
in communities of practice to name a few informal learning occurs in
community, where individuals have opportunities to observe and participate in
social activities.
Informal learning describes a lifelong process whereby individuals acquire
attitude values, skill and knowledge from daily experience and the educational
influences and resources in his or her environment, from family and neighbors
from work and play from the market place, the library and the mass media
informal learning is the unofficial, unscheduled imprompt way most of us learn
to do our jobs.Informal learning is like riding a bicycle, the chooses the
destination and the route. The cyclist can take adetour at a moment’s notice to
admire the scenery or helps fellow rider. Informal science education is created
as playing an important role inengaging students in Science experiences that
differ from formal instruction. Informal learning environments which assist
science education and complete the education at schools are effective in helping
students gaining cognitive, emotional and Psychomotor behaviors. These
environments provide virtually untapped potential to engage teachers in
professional enhancement that integrates professionalism, content, and pedagogy
students also improve their social skills by carrying out oral communication in
these places. Education programs which give students the opportunity to use
their sense organs more and include various group activities provide great
benefits for students in connection with gaining knowledge and experience thus,

5. education programs are suggested to be planned byconsidering students interests
and needs, withoutneglecting the entertainment factor.
Informal education, which is composed of anindividual’sinteraction
withhis/her environment and is not planned, scheduled or controlled, is
sometimes more efficient than formal education in the process of behaviors
change and gaining new behaviors. Research has suggested that diversifying
and increasing the frequency of activities that children are interested in strongly
affects the improvement of abilities they acquire at school. Informal education
programs which are not organized in a sheet time and solely with the aim of
entertainment are possibly is increased when it is organized around
predetermined set of goals and the efficiency of the activities is considered.
Some informal learning contexts are
Parks and Museums.
Informal learning instilationsie, museums, Zoos, conservation parks etc.
often represent a valuable alternatives for parents when searching for activities
that foster both entertaining and educational outcomes among their children .
Usually, a family visit to one of these institutions occurs in a space of an hour to
three hours on average, a time in which visitors inquire, explore, learn and have
fun. And even through these visits are successful in the initiation of learning
cycles, they are not by themselves completely successful in supporting
community learning needs or inquiry- skill building because the learning cycle
tends to end once the visitor leaves. Museums and other informal learning
settings like parks, art gallery can invite students to become engaged in exhibits

6. and activities. Museums are designs for learning, that whether intentionally or
not, museums embody views about what’sworth learning, and the way that art
works, objects, and historical material are presented – from exhibitions to
architecture to wall texts – embody views about how learning happens. This in
itself isnothing new. Museums have always been designed with edification in
mind. But historically, museum education departments have been the only place
where visitor learning is explicity considered – and often only after exhibitions
have been fully designed despite the fact that beliefs about learning are present in
all aspects of museum offerings and at all stages of exhibition design. For the
last decade or so, there has been a change afoot. As museums broaden their
mission are search for new constituencies, learning is becoming a fresh and
central concern for institutions as a whole from curators to designers todirectors.
Across all departments, museums are increasingly seeing themselves as settings
of learning theory in action. Although many informal science institutions offer
some type of professional development for teachers, the results of such
programs have not been widely disseminated.
MUSIC ROOM
Music Room is an innovative British television Music series that presents
classical musicians and the pieces they play in a manner normally associated
with popular music programming filmed in abare studio with only a scaffold
cube for a set, the programme strips aways the glamour that often marks classical
Music as an elitist at from the series has also been broadcast in Canada and
across south America. Informal learning always stats with music which the

7. learners choose for themselves. Therefore tends to be music which they already
know and understand, like enjoy and identify with it. This is detente from
mostformal educational settings. In which the main idea is introduce learners to
music that they do not already know, and which is usually selected by the
teacher. The music room projects also has many aspect in common with the
early entrance of popular music in to the curriculum in the UK and many other
countries doing the 1790s and 1980s. Popular music entered the curriculum
partly in the response to criticisms, the creative music movement was not
pupilcantered enough because it overlooked the very music that pupil already
knew and were familiar with in response to that criticism a number of
educationalist and teachers sought to reflect their pupils musical taste identifies
by including popular music in their curricula. However, it is pragmatically,
economically and also ideologically very challenging for curriculum content.
PLAY GROUND
Playground are places where children’s play can take off and flourish.
There are two fundamental reasons why outdoor play is critical for young
children first, many of the development tasks that children must achieve
exploring, risk taking fine and gross motor development and the absorption of
vast amounts of basic knowledge can be most effectively learned through
outdoor play. Second, our culture is taking outdoor play away from young
children through excessive TV and computer use, unsafe neighborhoods, busy
and tired parents, elimination of school recessand academic standards that push
more and more developmentally inappropriate academics into ourearly childhood

8. programs, their taking time away from play. Outdoor play enables young
children to learn lots and things about the world. How does lice feel and sound?
Can sticks stand up insand? How do plants grow? How does mud feel? Why do
we slide down instead of up? Much of what a child learns outside can be learned
in a variety of other ways, but learning it outside is particularly effective and
certainly more fun in the outside playground children can learn maths, science,
ecology, gardening, ornithology, construction, farming, vocabulary, the seasons,
the various timesa of the day, and all about the local weather. Not only do
children learn lots of basic and fundamental information they are more likely
torememberwheat they learned because if was concrete and personally
meaningful.Tolearn about their dues physical and emotioned capabilities children
must push their limit. How high can I swing? Do I dare go down the slide?
How high can I climb? To learn about the physical world the child must
experiment with the physical would, can I slide on the sand? Can I roll on grass?
What happens when I throw a piece of wood into the pond? Am essential task at
development is appreciating how we fit into the natural order of things animals,
plants, the weather and so on. To what extent does nature, care for us by
providing water, shade, soft surfaces and sweet smelling flowers and to what
extent does it present problems, such as hard surfaces, the hot sun and thorns on
bushes? We can discover these relationships with the natural world only by
experiencing it as we grow up.

9. HISTORICAL MONUMENTS
Teaching with historic places in a wonderful model to teach. It helps
teachers to reach some of the goals and standards for the Teaching of history.
And it does no because it allows students to develop thinking skills, reasoning
skills, historical thinking skills, interpretation, and the kinds of skills that they are
going to need to think through things in their future . The value of using historic
places to teach history even though we are not there at the site is that very
specific and unique context. The historic environment provided a focus and
resource face life long learning about the human past and how people have
inhabited to landscape and used natural resources through time. The aids
teachingabout our modern culture and our present environment. Itcontributes
significantly to our understandingof environmental change and the impact of
human activity an natural resources throughtime. That’s why Churchill Winston
says, “we shape our building thereafter our buildings shape us”
Another quote by Haigovictoris “whatevermay be the future of
architectures, in whatever Manner our young architectsmay one day solve the
question of their art, let us while waiting for new monuments, preserve the
ancient monuments. Let us inspire the nationwith a love for national architecture
in contributing to the familiar, aesthetic quality of our surroundings, where we
live and work historic environment enhances our sense of well being. It helps
link us to our tools and underpins our sense of cultural identity. The historic
environment contributes significantly to people’s sense of place and

10. theirenjoyment of different spaces. The character of our local landscape and
lownscape is largelythe product of historic development and this is reflected in
the diversity and distinctiveness of fieldpatterns and settlement lay – outs, as well
as in building styles, materials and cultural traditions. This historic character is
not only attractive init own right, but it can act as a catalyst been creative new
designs. Also historic monuments represents considerable post investment of
physical, natural and intellectual resources where archaeological and historic
features already exists.
PLANETARIUM
A planetarium is a theatre built primarily for presenting educational and
entertaining shows about astronomy and the night sky, or for training in celestial
navigation. A dominant feature at most planetarium is the large dome shaped
projection screen onto which Scenes of stars, planets and other celestial objects
can be made to appear and move realistically to stimulate the complex ‘motions
of the heavens The celestial scenes can be created using a wide variety of
technologies, for example precision engineered ‘star balls’ that combine optical
and electro – mechanical technology, slide projector, video and full dome
projector systems, and lasers. Whatever technologies are used, the objective is
normally to link them together to provide an accurate relative motion of the sky
typical systems can be set to it play the skyat any point of in time, past or
present, and often to show the night sky as it would appear from any point of
latitude on earth planetariums range in size from the Hayden planetarium’s 21

11. meter dome seating 423 people to threemeter inflatable portable domes where
children sit on the floor. Such portable planet serves education programs outside
of the permanent installations of museums and science Centres. The term
planetarium is sometimes used generically to describe other devices which
illustrate the solar system, such ascomputersimulation or an ornery planetarium
software refers to a software application that renders a three –
diamensionalimage of the sky into a two diamentional Computer screen. The
term planetarium is used to describe a member of the professional staff of a
planetarium.
Agency for Non – conventional Energy and Rural
Technology (ANERT)
ANERT is an Autonomous organization established during 1986 under
societies Act by the Government of Kerala, Nowfunctioning under power
department with its Headquarters At Thiruvananthapuram. The objective of
theAgency is to gather and disseminate useful knowledge in various field of
Non-conventional Energy. Energy conservation and Rural Technology, conduct
studies, demonstrate implement and support implementations of schemes and
project in these fields and there by deal with the problems arising out of the rapid
depletion of conventional energy sources; update the technologies used in rural
areas as well as introduce appropriate new technologies with an aim to reduce
drudgery, increase production and improve quality of life.

12. The Agency is better known by its acronym ANERT and has become a
synonym for Renewable source of energy and energy conservation in the state.
ANERT is guided by an executive committee chaired by the chairman, secretary
power department and a Governing Body chaired by the minister of Electricity,
Govt. of Kerala to provide guidelines for ANERT’S activities in various energy
related areas. ANERT is also the Nodal Agency for the ministry of New and
Renewable Energy sources (NRE) Govt of India, to carry out the central
programmes in Kerala. ANERTis headed by a Director appointed by the
Government.
CONCLUSION
Informal learning contents plays an important role in education. The
informal learning contents are parks, Museum, Historical Monuments, play
ground, music room, Planetarium and Agency for Non-conventional Energy and
Rural Technology (ANERT) etc. The informal learning contexts influence
students learning. It provide various learning experience for the students.
Teaching with historic places is a wonderful model to teach playground are
places where children’s play can take off and Flowich each informal learning
contexts Have its own significance. A planetarium is a theatre built primarily for
presenting educational and entertaining shows about astronomy night sky. The
informal learning institutions are museum, Zoos, conservation parks etc. The
informal learning contexts provide motivation among students

13. REFERENCE
1)Teaching Science – Mariamma Mathew
2) Science Education Dr. K.ShivaRajan
3) http//: online library,com
4) Teaching science Dr. Mollikutty
5) http//:Interesting informed learning context in science facts
blogspot.com