Abstract
In this metalogue we build on the arguments presented by Puvirajah, Verma and Webb to discuss the nature of authentic science learning experiences in context of collaborations between schools and out-of-school time settings. We discuss the role of stakeholders in creating collaborative science learning practices and affordances of out of school time and formal science learning contexts. We contend that authentic science learning experiences are those where science learning happens within a social milieu and advocate for true collaborations between schools and informal settings in ways that emphasize the goals of the collaboration and strengths of each setting.
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http://npass2.edc.org/resources/curriculum-guides/wiring-house retrieved January 3, 12.
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This review essay is a critique of Puvirajah, A., Verma, G., & Webb, H. Examining the mediation of power in a collaborative community: Engaging in informal science as authentic practice. Cultural Studies of Science Education. doi:10.1007/s11422-012-9394-2.
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Adams, J.D., Gupta, P. & DeFelice, A. Schools and informal science settings: collaborate, co-exist, or assimilate?. Cult Stud of Sci Educ 7, 409–416 (2012). https://doi.org/10.1007/s11422-012-9399-x
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DOI: https://doi.org/10.1007/s11422-012-9399-x