November 23rd, 2011 | RESEARCH
This chapter examines what is known about the use and the potential of including informal science education in formal science teacher preparation. The chapter’s first section provides an introduction to the argument for innovation in formal science teacher preparation and the potential positive inclusion of informal science education. The second section provides a definition with conceptual understandings and common features of informal science education. The third section presents a review of the literature on including informal science education in formal science education for preservice teachers. The chapter closes by presenting implications for science education researchers.
Document
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Team Members
J. Randy McGinnis, Author, University of Maryland, College ParkEmily Hestness, Author, University of Maryland, College Park
Kelly Riedinger, Author, University of Maryland, College Park
Phyllis Katz, Author, University of Maryland, College Park
Gili Marbach-Ad, Author, University of Maryland, College Park
Amy Dai, Author, University of Maryland, College Park
Citation
Identifier Type: DOI
Identifier: 10.1007/978-1-4020-9041-7_72
Identifier Type: ISBN
Identifier: 978-1-4020-9040-0
Publication: Second International Handbook of Science Education
Volume: 24
Page(s): 1097
Related URLs
http://link.springer.com/chapter/10.1007/978-1-4020-9041-7_72
Tags
Audience: Educators | Teachers | Museum | ISE Professionals
Discipline: Education and learning science | General STEM
Resource Type: Edited Chapter | Literature Review | Reference Materials | Research Products
Environment Type: Professional Development | Conferences | Networks | Professional Development and Workshops