Training and Development for Informal Science Learning  

Oleh:

Crockett, Jane Randall

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Public Understanding of Science vol. 6 no. 1 (Jan. 1997), page 87-101.
Fulltext: 87PUS61.pdf (196.66KB)

Isi artikel

This exploratory study assessed the need for training and development of both administrators and education directors working in informal learning environments in the United States. Further, the study identified useful and feasible methods to meet these needs. Finally, it suggested that informal science learning is understood as a collective entity. This study triangulated, or coordinated, various research and data analysis methods to provide a more effective base for understanding the proposed activities. Phase 1 consisted of interviewing persons knowledgeable about informal science learning. These data were analysed qualitatively and used to develop the Phase 2 survey, which was administered to practitioners in these environments. Data from the Phase 2 survey were measured quantitatively. Although results suggest that some kind of training is necessary for administrators, significantly more people strongly agree that education directors need training specifically oriented towards informal science learning. Training for either administrators or education directors should include development of the following skills and attributes: personnel skills, fund-raising skills, financial skills, enthusiasm about doing science with others, knowledge of diverse publics, ability to interact with diverse publics, and volunteer interaction skills. Data indicate that several methods would be very useful and feasible for training both administrators and education directors. These methods include: on-the-job training, a yearly oneweek training activity, a degree program in a related field combined with a specific internship, and a series of training courses or seminars. Data suggest that informal science learning can be understood as a collective entity using descriptors such as: industry, field, profession and discipline. However, this study suggests that using environmental characteristics of informal science learning contexts (instead of conceptualising them as the opposite of formal education) may be valuable for better understanding these environments. This understanding might increase the attention given to informal science learning environments as integral components in a holistic view of human learning.

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