Abstract
This one-year study examines the impact of informal learning by Singapore’s prospective teachers (PTs) who codeveloped an informal astronomy workshop based on a big idea of “size and distance.” Drawing upon design-based research, this qualitative study collected the PTs’ lesson plans, audio- or/and video-recordings of learning and teaching activities, modeling artifacts, surveys, interviews, researchers’ field notes, and reflection journals. Based on an in-depth analysis of the five PTs engaging in multimodal modeling activities, their teaching practices reflected the influence of their learning experiences mediated by the workshop design principles and their expert mentor’s teaching strategies. This result implies the importance of teachers’ authentic learning experiences toward building this participatory learning environment.
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Kim, M.S., Ye, X. (2015). Authentic Learning Experiences in Informal Science Learning: A Case Study of Singapore’s Prospective Teachers. In: Cho, Y., Caleon, I., Kapur, M. (eds) Authentic Problem Solving and Learning in the 21st Century. Education Innovation Series. Springer, Singapore. https://doi.org/10.1007/978-981-287-521-1_16
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