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Designing Informal vs Formal Education Activities--What We've Learned

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Title: Designing Informal vs Formal Education Activities--What We've Learned
Language: English
Authors: Burghardt, M. David, Hecht, Deborah
Source: International Journal of Designs for Learning. 2020 11(2):39-45.
Availability: Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: ijdl@indiana.edu; Web site: https://scholarworks.iu.edu/journals/index.php/ijdl
Peer Reviewed: Y
Page Count: 7
Publication Date: 2020
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: DRL1422436
Document Type: Journal Articles
Reports - Evaluative
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Informal Education, STEM Education, Science Activities, Youth Clubs, After School Programs, Middle School Students, Early Adolescents, Educational Environment, Facilitators (Individuals), Learner Engagement, Curriculum Development, Engineering, Design, Hands on Science, Virtual Classrooms, Blended Learning
ISSN: 2159-449X
Abstract: This paper examines the differences and challenges encountered when trying to create informal blended (virtual and hands-on) engineering design STEM activities. It contrasts the creation of STEM activities for formal and informal learning environments, stressing that the differences extend far beyond the length of the activity or depth of any learning goals. The discussion begins with an examination of differences between the two learning environments that need to be taken into consideration. These differences include the physical environments, organizational structures, and the goals or reasons for the delivery of STEM activities in both environments. The paper continues by explaining why curriculum developers must be mindful of the context that will be implementing the activities, including space and time availability. The facilitators who deliver STEM activities are likely to have very different backgrounds in formal school settings compared to informal settings. Furthermore, it is important to recognize that youth in informal settings often push back when activities seem too "school-like." The paper concludes by presenting a detailed examination of the iterative process used to develop blended engineering design STEM activities in an informal setting. This process involved several revisions and tests of materials with youth in informal settings.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1258818
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Designing Informal vs Formal Education Activities--What We've Learned
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  Data: <searchLink fieldCode="AR" term="%22Burghardt%2C+M%2E+David%22">Burghardt, M. David</searchLink><br /><searchLink fieldCode="AR" term="%22Hecht%2C+Deborah%22">Hecht, Deborah</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Designs+for+Learning%22"><i>International Journal of Designs for Learning</i></searchLink>. 2020 11(2):39-45.
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  Data: Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: ijdl@indiana.edu; Web site: https://scholarworks.iu.edu/journals/index.php/ijdl
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  Data: 7
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  Data: National Science Foundation (NSF)
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  Data: Journal Articles<br />Reports - Evaluative
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Informal+Education%22">Informal Education</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Activities%22">Science Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Youth+Clubs%22">Youth Clubs</searchLink><br /><searchLink fieldCode="DE" term="%22After+School+Programs%22">After School Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Adolescents%22">Early Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Facilitators+%28Individuals%29%22">Facilitators (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering%22">Engineering</searchLink><br /><searchLink fieldCode="DE" term="%22Design%22">Design</searchLink><br /><searchLink fieldCode="DE" term="%22Hands+on+Science%22">Hands on Science</searchLink><br /><searchLink fieldCode="DE" term="%22Virtual+Classrooms%22">Virtual Classrooms</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink>
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  Data: 2159-449X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This paper examines the differences and challenges encountered when trying to create informal blended (virtual and hands-on) engineering design STEM activities. It contrasts the creation of STEM activities for formal and informal learning environments, stressing that the differences extend far beyond the length of the activity or depth of any learning goals. The discussion begins with an examination of differences between the two learning environments that need to be taken into consideration. These differences include the physical environments, organizational structures, and the goals or reasons for the delivery of STEM activities in both environments. The paper continues by explaining why curriculum developers must be mindful of the context that will be implementing the activities, including space and time availability. The facilitators who deliver STEM activities are likely to have very different backgrounds in formal school settings compared to informal settings. Furthermore, it is important to recognize that youth in informal settings often push back when activities seem too "school-like." The paper concludes by presenting a detailed examination of the iterative process used to develop blended engineering design STEM activities in an informal setting. This process involved several revisions and tests of materials with youth in informal settings.
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  Data: EJ1258818
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 7
        StartPage: 39
    Subjects:
      – SubjectFull: Informal Education
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Science Activities
        Type: general
      – SubjectFull: Youth Clubs
        Type: general
      – SubjectFull: After School Programs
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Early Adolescents
        Type: general
      – SubjectFull: Educational Environment
        Type: general
      – SubjectFull: Facilitators (Individuals)
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Curriculum Development
        Type: general
      – SubjectFull: Engineering
        Type: general
      – SubjectFull: Design
        Type: general
      – SubjectFull: Hands on Science
        Type: general
      – SubjectFull: Virtual Classrooms
        Type: general
      – SubjectFull: Blended Learning
        Type: general
    Titles:
      – TitleFull: Designing Informal vs Formal Education Activities--What We've Learned
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            NameFull: Hecht, Deborah
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