Children learn in formal (school) and informal (out-of-school) contexts. Do these children integrate what they learn in these different contexts? While some research shows that they do most of the literature points to a serious lack of contact between these contexts when dealing with related content. During the last two decades, many education researchers have called to bridge this gap. The aim of this paper is to develop a model to guide dialogue and cooperation between staff members within formal and informal educational contexts, in order to foster this integration. We present: (1) a rationale for bridging between formal and informal learning contexts, including the need for a comprehensive and practical model to guide this effort; (2) a design-based research methodology for developing the model; and (3) the resulting 4 × 4-bridging model. We argue that this model can help educators, engaged in formal and informal learning, to develop practical and productive partnerships with each other.
Studies in Science Education, 49(1), 69–91.
https://doi.org/10.1080/03057267.2013.822166
School and out-of-school science: a model for bridging the gap
Autor:in: Fallik, O., Rosenfeld, S. & Eylon, B. S. (2013) Erschienen in: Studies in Science Education Veröffentlicht: 2. August 2013 Schlagwörter: 4x4 bridging model | design-based research | Educational dialogue | Educational Integration | Formal and informal learning | Learning contexts | Out-of-school science | Practical partnerships | School cooperation | Science education More DetailsChildren learn in formal (school) and informal (out-of-school) contexts. Do these children integrate what they learn in these different contexts? While some research shows that they do most of the literature points to a serious lack of contact between these contexts when dealing with related content. During the last two decades, many education researchers have called to bridge this gap. The aim of this paper is to develop a model to guide dialogue and cooperation between staff members within formal and informal educational contexts, in order to foster this integration. We present: (1) a rationale for bridging between formal and informal learning contexts, including the need for a comprehensive and practical model to guide this effort; (2) a design-based research methodology for developing the model; and (3) the resulting 4 × 4-bridging model. We argue that this model can help educators, engaged in formal and informal learning, to develop practical and productive partnerships with each other.
Studies in Science Education, 49(1), 69–91.
https://doi.org/10.1080/03057267.2013.822166