Christian Schunn is a Senior Scientist at the Learning Research and Development Center and a Professor of Psychology, Learning Sciences and Policy, and Intelligent Systems at the University of Pittsburgh. He directs a number of research projects in science, mathematics, and engineering education. This work includes studying expert engineering and science teams, building innovative technology-supported STEM curricula, and studying factors that influence student and teacher learning.
TALK ABSTRACT
Bridging formal and informal science learning through the concept of activation
Formal and informal education are often in competition for which context matters more or what learning objectives are important. I present a conceptualization that puts learners in the center as individuals who must successfully navigate both formal and informal learning contexts to arrive at powerful life-long engagements with a discipline like science (or art). Informal and formal learning experiences are successful if they activate learners in a discipline to pursue optional learning experiences related to that disciplines, engage deeply when in later (formal and informal) learning experiences, and effectively acquire new concepts and skills from those later learning experiences. I will present formal and informal science learning data to support this framework.
TALK ABSTRACT
Bridging formal and informal science learning through the concept of activation
Formal and informal education are often in competition for which context matters more or what learning objectives are important. I present a conceptualization that puts learners in the center as individuals who must successfully navigate both formal and informal learning contexts to arrive at powerful life-long engagements with a discipline like science (or art). Informal and formal learning experiences are successful if they activate learners in a discipline to pursue optional learning experiences related to that disciplines, engage deeply when in later (formal and informal) learning experiences, and effectively acquire new concepts and skills from those later learning experiences. I will present formal and informal science learning data to support this framework.