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Lessons Without Limit How Free-Choice Learning Is
Lessons Without Limit How Free-Choice Learning Is
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Lynn D. Dierking
Oregon State University
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Figure 1
Science & Technology Learning Infrastructure
Print Media
Internet (Books,
Magazines,
Newspapers)
Schools &
Universities
Friends &
Family
Science Centres
& Museums
Libraries
Workplace
Community
Organizations
BIBLIOGRAFIC REFERENCES
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Appendix A
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There are many possibilities, (e.g., out-of-school, framework for this type of learning and efforts to
free-choice, lifelong, public understanding of investigate its relationship to learning from
science, etc.) but there was unanimous schooling and workplace environments, NARST
agreement among members of the ad hoc has an opportunity to shape a larger vision for
committee that it should not be the current term: the twenty-first-century learner that includes
’informal science education.’ The ad hoc out-of-school (free-choice) learning.
committee is still considering the appropriate
Issues related to conducting research in this
one; however, they do know that it needs to
domain
reflect the following: learning that is self-
motivated, voluntary, and guided by the learner’s In the past decade, research in neuroscience
needs and interests – learning that is engaged in has demonstrated that learning is strongly
throughout his or her life (Informal Learning influenced by prior knowledge and experience,
Environments Newsletter, May/June, 1998; interest and motivations, all shaping the
Daedalus, 1999; Teachers College Press, 2001; expectations that people have for a learning
Falk and Dierking, [2002]). experience. Learning is also a cumulative
Clearly there is a trend toward this type of process – it can take days, weeks, or even
research in the field, which NARST has months for new experiences to be sufficiently
participated in by establishing Strand 9, integrated with prior knowledge before learning
supporting the joint AERA/NARST session at the is measurable, let alone noticeable, even to the
Year 2000 annual meeting and by publishing a learner. New data also suggests that most
paper set devoted to the topic in the Journal for learning has more to do with consolidation and
Research in Science Teaching. However, it is the reinforcement of previously understood ideas
ad hoc committee’s feeling that the NARST than with the creation of totally new knowledge
organization could be doing more to support structures. And neuroscience research also
scholarship in this arena. In the past 5 to 10 demonstrates the importance of motivation,
years, interest in this area of research has grown interest, and emotion in the learning process
tremendously. The American Educational itself, suggesting that when people are interested
Research Association now has an Informal and curious about something, there is a high
Learning Environments Special Interest Group possibility that they will follow up on that feeling
with a bi-yearly newsletter. In 1998, the journal with action, resulting in meaningful learning.
Science Education initiated a permanent special To frame research to investigate such
section on Informal Science Education, due in meaningful learning, these aspects need to be
great part to the success of a special issue considered:
devoted to that topic in 1997, Volume 81(6), and 1) Such learning is self-motivated, voluntary,
in 1998, the National Science Teachers and guided by learners’ needs and interests,
Association published a policy statement on this so certain aspects of learning are critical to
type of learning, created a board position, and investigate, e.g., the role of motivation, choice
recently published a two-volume series on the and control, interest and expectations in the
topic. These are all important efforts, but the ad learning process.
hoc committee still feels there is a leadership role
that could be played by the NARST organization. 2) The physical setting in which such learning
NARST has a potential opportunity to take a takes place is extremely important, so this
leadership role by supporting research in this learning needs to be investigated in authentic
area of out-of-school learning. By raising the contexts.
profile of such research, the committee feels that 3) Such learning is strongly socioculturally
NARST would demonstrate its understanding of mediated, so designs need to offer
the fundamental role that such learning plays in opportunities to explore social and cultural
the lives of children and adults across the life mediating factors, including the role of
span. By promoting a broader definition and conversations, social learning networks,
cultural dimensions, and the use of groups, 1) Promote an awareness of the vast number of
rather than individuals, as the unit of analysis. ways, ages, and places in which a person
4) Learning is a cumulative process, involving learns science and the importance of
connections and reinforcement between the conducting scholarly research in this arena;
variety of learning experiences a person 2) Play an advocacy role by bringing to the
encounters in their life: at home, during educational community’s (science educators
schooling and out in the community and in a variety of settings, administrators,
workplace. Designs need to offer politicians, and researchers) attention the
opportunities to investigate all dimensions of place and value of these settings;
learning and their connections in a variety of 3) Encourage the search for methodologies that
settings across a span of time which will allow are appropriate to this area of research and
us to understand how these experiences are support their refinement and validation;
used and connected to subsequent
experiences longitudinally. 4) Continue to support collaborative sessions
such as the successful jointly sponsored
5) Learning is both a process and a product so AERA/NARST pre-conference workshop at
we need to investigate the processes of the 2000 meeting;
learning as well as the products of learning.
5) Support and encourage collaborative
6) The very nature of such learning requires research, with out-of-school (free-choice
multiple, creative methodologies for assessing learning) science education researchers being
it in a variety of ways under a variety of natural research partners with others in
circumstances. Thus, innovative research NARST doing more formal research, for
designs, methodologies, and analyses are example, encouraging research that explores
critical (e.g. conversation analysis, intersections between technology and
constructivist tools such as concept mapping out-of-school science learning might be
and Personal Meaning Mapping, social beneficial; and,
learning network analysis, and hierarchical
linear modeling). 6) Initiate ideas for continued dialogue such as
the creation of a web-based discussion group
Recommendations or special area of the web site to include
The committee recommends several ways information regarding cutting edge research
that the NARST organization could provide on learning in out-of-school (free-choice)
leadership in this area including: learning settings.
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References
Falk, J. H. and Free-choice learning: An alternative term to informal learning? Informal
Dierking, L. D. Learning Environments Research Newsletter. May/June, Washington, DC, American
1998 Educational Research Association.
Falk, J. H. Museums as institutions for personal learning. Daedalus, 128(3): 259-275.
1999
Falk, J. H. Free-choice science learning: Framing the issues. In J. H. Falk (ed.) Free-choice science
2001 education: How we learn science outside of school. New York, NY, Teachers College Press.
Falk, J. H. and Lessons without limit: How free-choice learning is transforming education.
Dierking, L. D. Walnut Creek, CA, AltaMira Press.
2002
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