Abstract

Writing from a science museum perspective, the authors argue that the Learning Science in Informal Environments report arrives at a critical time, when growing policy interest in informal learning environments provides new opportunities for the museum field but also introduces potential threats to autonomy, diversity, and creativity. The authors explore critical questions raised in the report, including: 1) whether and how we represent our subject matter as cultural fields of practice, as opposed to fixed collections of facts and artifacts; 2) how we ensure, at a time of increasing interest and scrutiny from policymakers, that we continue to design for a variety of learning opportunities both across and within our institutions, thus sustaining rich, robust learning for more diverse and inclusive audiences; 3) how we develop better assessment questions, methodologies, and instrumentation that can more effectively address the contributions museums make to local learning ecologies. The authors conclude that, at this juncture, it is just as important for the education research community to learn from the practices of the museum field, as it is for the museum field to learn from the research.

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• Dennis Bartels (dbartels@exploratorium.edu) is executive director of the Exploratorium in San Francisco.
• Robert Semper (rsemper@exploratorium.edu) is executive associate director of the Exploratorium and director of programs.
• Bronwyn Bevan (bronwynb@exploratorium.edu) is director of the NSF-funded Center for Informal Learning and Schools, based at the Exploratorium.

Abstract

The National Science Foundation (NSF) funded the National Research Council report Learning Science in Informal Environments to synthesize the growing body of diverse research underlying informal science learning. Intended outcomes were to establish a base for future research, to provide evidence-based guidance for those developing and delivering informal learning experiences, to broaden the definition of “learning” beyond that typically used in formal education, to encourage knowledge sharing across the heterogeneous informal science education field, and to provide a measure of external validation for the value of learning in informal settings. NSF investment in this study is part of a larger ongoing effort by the Informal Science Education program to advance knowledge and practice and build capacity in the field.

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