Encyclopedia of Science Education

Living Edition
| Editors: Richard Gunstone

Lifelong Learning

  • John Falk
Living reference work entry
DOI: https://doi.org/10.1007/978-94-007-6165-0_300-5

The nature of science learning is changing worldwide as individuals have unprecedented access to science education opportunities from cradle to grave, 24/7, through an ever-growing network of educational opportunities in and out of school. The most rapidly expanding are opportunities beyond schooling which include visits to museums, zoos, aquaria, science centers, natural area parks and preserves, television, radio, films, books and magazines, and increasingly through personal games, podcasts, the Internet, and other social networking media. A hallmark of this revolution in science learning is that collectively these organizations and tools enable a growing number of individuals to customize and take charge of their own learning. Learning can no longer be divided into a place and time to acquire knowledge (i.e., school) and a place and time to apply the knowledge acquired (i.e., the workplace). Instead, learning is increasingly appreciated to be something that takes place on an...

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References

  1. Falk JH, Dierking LD (2002) Lessons without limit: how free-choice learning is transforming education. AltaMira Press, LanhamGoogle Scholar
  2. Lindeman E (1926) The meaning of adult education. New Republic, New YorkGoogle Scholar
  3. Yeaxlee BA (1929) Lifelong education. Cassell, LondonGoogle Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.Center for Research on Lifelong STEM LearningOregon State UniversityCorvallisUSA