651
Views
5
CrossRef citations to date
0
Altmetric
Research Articles

Multi-Site Case Studies About Zoo and Aquarium Visitors’ Perceptions of the STEM Learning Ecology

References

  • Ballantyne, R., & Packer, J. (2016). Visitors' perceptions of the conservation education role of zoos and aquariums: Implications for the provision of learning experiences. Visitor Studies, 19(2), 193–210. doi:10.1080/10645578.2016.1220185
  • Basham, J., & Marino, M. T. (2013). Understanding STEM education and supporting students through universal design for learning. Teaching Exceptional Children, 45(4), 8–15. doi:10.1177/004005991304500401
  • Barnes, H. (1991). Learning that grows with the learner: An introduction to Waldorf education. Educational Leadership, 49(2), 52–54.
  • Bates, A. W. (2015). Teaching in a digital age: Guidelines for designing teaching and learning. Vancouver, BC. Tony Bates Associates Ltd.
  • Bevan, B. (2016). STEM learning ecologies: Relevant, responsive, and connected. Connected Science Learning, 1. Retrieved from http://csl.nsta.org/2016/03/stem-learning-ecologies/
  • Buckingham, D. (2007). Media education goes digital: An introduction. Learning, Media and Technology, 32(2), 111–119. doi:10.1080/17439880701343006
  • Bybee, R. W. (2010). Advancing STEM education: A 2020 vision. Technology and Engineering Teacher; Reston, 70(1), 30–35.
  • Cleeremans, A., Allakhverdov, V., & Kuvaldina, M. (Eds.). (2019). Implicit learning: 50 years on. London: Routledge.
  • Falk, J. H. (2005). Free‐choice environmental learning: Framing the discussion. Environmental Education Research, 11(3), 265–280.
  • Falk, J. H., & Needham, M. D. (2013). Factors contributing to adult knowledge of science and technology. Journal of Research in Science Teaching, 50(4), 431–452. doi:10.1002/tea.21080
  • Falk, J. H., & Dierking, L. D. (2013). The Museum Experience. UK: Routledge.
  • Falk, J. H., Dierking, L. D., & Adams, M. (2006). Living in a learning society: Museums and free-choice learning. In Sharon McDonald (Eds.) A companion to museum studies, Chapter 19. 323–339. Oxford: Blackwell Publishing Ltd.
  • Falk, J. H., Dierking, L. D., Swanger, L. P., Staus, N., Back, M., Barriault, C., Verheyden, P. (2016). Correlating science center use with adult science literacy: An international, cross‐institutional study. Science Education, 100(5), 849–876. doi:10.1002/sce.21225
  • Falk, J. H., Heimlich, J. E., & Bronnenkant, K. (2008). The identity‐related motivations of adult zoo and aquarium visitors. Curator: The Museum Journal 51(1), 55–79. doi:10.1111/j.2151-6952.2008.tb00294.x
  • Falk, J., Reinhard, E., Vernon, C. L., Bronnenkant, K., Heimlich, J. E., & Deans, N. L. (2007). Why zoos and aquariums matter: Assessing the impact of a visit to a zoo or aquarium. SilverSpring, MD:Association of Zoos and Aquariums.
  • Fenichel, M., & Schweingruber, H. A. (2010). Surrounded by science: Learning science in informal environments. Washington, DC: National Academies Press.
  • Fraser, J., & Sickler, J. (2008). Why zoos and aquariums matter. Edgewater, MD: Institute for Learning Innovation.
  • Frensch, P. A., & Rünger, D. (2003). Implicit learning. Current Directions in Psychological Science, 12(1), 13–18. doi:10.1111/1467-8721.01213
  • Friedman, A. (Ed.). (2008). Framework for evaluating impacts of informal science education projects. Retrieved from http://insci.org/resources/Eval_Framework.pdf
  • Heimlich, J. E. (1993). Nonformal environmental education: Toward a working definition. The environmental outlook. ERIC/CSMEE Informational Bulletin.
  • Heimlich, J. E., & Falk, J. H. (2009). Free-choice learning and the environment. In J. H. Falk, J. E. Heimlich, & S. Foutz (Eds.), Free-choice learning and the environment (pp. 11–21). Lanham, MD: Alta Mira Press.
  • Heimlich, J. E., & Horr, E. E. T. (2010). Adult learning in free‐choice, environmental settings: What makes it different? New Directions for Adult and Continuing Education, 2010(127), 57–66. doi:10.1002/ace.381
  • Gardner, H. (1993). Multiple intelligences: The theory in practice. New York, NY: Basic Books.
  • Krefting, L. (1991). Rigor in qualitative research: The assessment of trustworthiness. The American Journal of Occupational Therapy: Official Publication of the American Occupational Therapy Association, 45(3), 214–222. doi:10.5014/ajot.45.3.214
  • Lussenhop, A., Mesiti, L. A., Cohn, E. S., Orsmond, G. I., Goss, J., Reich, C., Lindgren-Streicher, A. (2016). Social participation of families and children with autism spectrum disorder in a science museum. Museums & Social Issues, 11(2), 122–137. doi:10.1080/15596893.2016.1214806
  • Melber, L. M., & Brown, K. D. (2008). Not like a regular science class: Informal science education for students with disabilities. The Clearing House, 82(1), 35–39. doi:10.3200/TCHS.82.1.35-39
  • Mocker, D. W., & Spear, G. E. (1982). Lifelong learning: Formal, nonformal, informal, and self-directed. Information Series No. 241.
  • National Research Council. (2009). Theoretical Perspectives. In Learning Science in Informal Environments: People, Places, and Pursuits. 27–53. Washington, DC: The National Academies Press.
  • National Science Board. (2015). Revisiting the STEM workforce: A companion to science and engineering indicators 2014. Arlington, VA: National Science Foundation (NSB-2015-10).
  • Reich, C., Price, J., Rubin, E., & Steiner, M. (2010). Inclusion, disabilities, and informal science learning. A CAISE inquiry group report. Washington, DC: Center for Advancement of Informal Science Education (CAISE).
  • Rennie, L. J., Feher, E., Dierking, L. D., & Falk, J. H. (2003). Toward an agenda for advancing research on science learning in out‐of‐school settings. Journal of Research in Science Teaching, 40(2), 112–120. doi:10.1002/tea.10067
  • Rogoff, B., Callanan, M., Gutiérrez, K. D., & Erickson, F. (2016). The organization of informal learning. Review of Research in Education, 40(1), 356–410. doi:10.3102/0091732X16680994
  • Sacco, K., Falk, J. H., & Bell, J. (2014). Informal science education: Lifelong, life-wide, life-deep. PLoS Biology, 12(11), e1001986. doi:10.1371/journal.pbio.1001986
  • Schwan, S., Grajal, A., & Lewalter, D. (2014). Understanding and engagement in places of science experience: Science museums, science centers, zoos, and aquariums. Educational Psychologist, 49(2), 70–85. doi:10.1080/00461520.2014.917588
  • Tal, T., & Dierking, L. D. (2014). Learning Science in Everyday Life. Journal of Research in Science Teaching, 51(3).

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.