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Reviewing informal science
    learning in the UK
        Photo courtesy of Steve Spangler Science
Two parts to the review...
• GHK: review with stakeholders, case studies
  and family research
• Modelling the contributions informal
  education resources make to UK science
  learning:
  – Stanford University: Jonathan Osborne, Billy
    Wong, Emily Dawson
  – Oregon State University: Lynn Dierking, John Falk,
    Matthew Wenger
Where?
Which ‘sectors’? – The top ten
Science museums
                                                   67
Electronic media
                                                   55
Science and discovery centres
                                                   51
Museum (not science specific)
                                                   47
Both formal and informal science learning
                                                   26
Broadcast media - film, TV
                                                   23
Secondary school
                                                   22
Science outreach schemes not through SDCs or SMs
                                                   21
Learning through outdoor environments
                                                   21
With who?
SCC 2012 Making a difference? Measuring the impact of informal learning

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SCC 2012 Making a difference? Measuring the impact of informal learning

  • 1. Reviewing informal science learning in the UK Photo courtesy of Steve Spangler Science
  • 2. Two parts to the review... • GHK: review with stakeholders, case studies and family research • Modelling the contributions informal education resources make to UK science learning: – Stanford University: Jonathan Osborne, Billy Wong, Emily Dawson – Oregon State University: Lynn Dierking, John Falk, Matthew Wenger
  • 4. Which ‘sectors’? – The top ten Science museums 67 Electronic media 55 Science and discovery centres 51 Museum (not science specific) 47 Both formal and informal science learning 26 Broadcast media - film, TV 23 Secondary school 22 Science outreach schemes not through SDCs or SMs 21 Learning through outdoor environments 21