Titlebook: How People Learn in Informal Science Environments; Patricia G. Patrick Book 2023 The Editor(s) (if applicable) and The Author(s), under ex

即席演說

反饋

epicardium

Engaging with the Political in Learning: Possible Futures, Learning and Agency in the Anthropocenend as a critique of the neutrality of the field of learning sciences, including its inability to engage with the ethical and political dimensions of learning. The chapter gives an overview of applications of critical theories of learning in the research literature, focusing specifically on out-of-sc

鐵塔等

Critical Scientific Literacy Approach and Critical Theories in the Learning of Science Outside the Concepts from critical scientific literacy. We present an analysis of the previous implementation of critical theories across the literature, mainly from experiences in Latin America and focusing on environmental education and contexts outside the classroom. Then, we discuss three examples of our wor

松軟無力

Infusion

A Mobile Theory of Learning and Identity in and Through Relations of Dignity: A Research Framing forn-human interactions marked by dignity. We make evident its potential for future studies of informal learning through a vignette up front and by situating it in the literature on learning outside the classroom. We then offer two other illustrations of what a mobility lens to the study of learning an

圓桶

RENIN

發(fā)怨言

ALT

Sociocultural Theory: Intergenerational (Family) Sociocultural Dialogic Patterns and Spaces at an Aq stingray exhibit. Informal science learning institutions are sociocultural dialogic spaces, because their current and previous social and cultural interactions transpire and influence dialogue. Resulting dialogue reflects sociocultural dialogic patterns. Therefore, research in informal science lear