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DISCUSSION
I would like to discuss four things at this seminar:
I. Current Definition of the FieldGuide
Based on a number of discussions with CILS participants,
the current specification of the “FieldGuide”
is a 16 page (approximately) brochure that describes
“Informal Learning and Schools”. In many
ways this is a statement of the problem to which CILS
is the answer. It is a piece that should engage a general
outside-CILS audience, and get them interested in the
work of CILS.
The current idea is that we will create a CILS folder
to give to people interested in the center. The folder
will include this brochure, and then, depending on the
audience, short descriptions of CILS materials. For
example, the description of the Research Framework,
the results of individual experiments, the training
programs that are available, etc. Each of you can then
customize the folder for your audiences and your programs,
changing it over time, but it will have a consistent
look across the project.
What do you think of this idea?
II. Basic Framework for the Brochure
I have attached the first few pages of a draft of the
Brochure. It is still very rough, but it outlines the
basic “three part” framework in which CILS
is situated which I outlined in the “powerpoint
presentation”. Please read it and be ready to:
- Discuss whether this framework “works”,
and how it might be better described
- Think of major arguments at each level that should
be presented. I am currently writing sections for
each level and want to be sure I include critical
issues.
As you read this remember it is intended to “state
the obvious”. It is meant for a very general audience
to get them interested in knowing more. Pointers to
reference articles will provide more detail and nuance.
(If you could each think of one central reference to
one of these levels of discourse it would be helpful).
III. Definition of Informal Learning
I have tried to finesse this a bit, and describe informal
learning as it seems to me it is described within CILS.
As I read research reports I realized that the term
is used in widely different ways, for many different
purposes. I decided not to summarize these different
uses, but instead to very casually define it the way
I think we want to. I have attached a few paragraphs
that show the current state of my efforts. I would appreciate
feedback on this.
IV. Search for Research Results
I have looked unsuccessfully for research results that
indicate that informal learning can enhance science
and mathematics learning as defined by school criteria
(test scores, etc.). I have also been unable to find
work describing the nature of the ways in which students
learn science or mathematics differently when engaged
in informal processes.
I would like to discuss whatever research you know
about in this area, or how we might be able to piece
together this kind of argument from individual studies
linked together.
I also have been unable to find detailed case studies
of programs that have involved the collaboration of
informal science institutions and schools which might
indicate what the critical features are of successful
programs.
And I have not yet found a critical policy paper that
even examines the possibility of funding large scale
efforts to engage science museums centrally in science
and mathematics education.
If you could give me pointers to resources in these
areas I would be very appreciative.
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