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DOCUMENT RESUME ED 303 318 SE 050 265 AUTHOR Druger, Marvin, Ed. TITLE Science for the Fun of It. A Guide to Informal Science Education. INSTITUTION National Science Teachers Association, Washington, D.C. REPORT NO ISBN-0-87355-074-9 PUB DATE 88 NOTE 137p.; Photographs may not reproduce well. AVAILABLE FROMNational Science Teachers Association, 1742 Connecticut Avenue, NW, Washington, DC 20009 ($15.00, 10% discount on 10 or more). PUB TYPE Collected Works - General (020) -- Books (010) -- Guides - Non-Classroom Use (055) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Educational Facilities; Educational Innovation; Educational Media; Educational Opportunities; Educational Television; *Elementary School Science; Elementary Secondary Education; *Mass Media; *Museums; *Nonformal Education; Periodicals; Program Descriptions; Science Education; *Secondary School Science; *Zoos ABSTRACT School provides only a small part of a child's total education. This book focuses on science learning outside of the classroom. It consists of a collection of articles written by people who are involved with sevaral types of informal science education. The value of informal science education extends beyond the mere acquisition of knowledge. Attitudes toward science can be greatly influenced by science experiences outside of the classroom. The intent of this book is to highlight some of the many out-of-school opportunities which exist including zoos, museums, television, magazines and books, and a variety of creative programs and projects. The 19 articles in this volume are organized into four major sections entitled: (1) "Strategies"; (2) "The Media"; (3) "Museums and Zoos"; and (4) "Projects, Coop2titions, and Family Activities." A bibliography of 32 references on these topies is included. (CW) Reproductions supplied by EDRS are the best that can be made * from the original document. Science for the Fun ofIt A Guide to Informal Science Education edited by Marvin Druger National Science Teachers Association 1742 Connecticut Avenue, NW Washington, DC 20009 3 Copyright © 1988 by the National Science Teachers Association, 1742 Connecticut Avenue, NW, Washington, DC 20009. All rights reserved. This volume may not be reproduced in whole or in part in any form without written permission from the National Science Teachers Association. This book has been produced by Special Publications National Science Teachers Association 1742 Connecticut Avenue, NW Washington, DC 20009 Edited by Cara Young and Crystal Hamann, associate editors Shirley Watt, managing editor D signed by Chroma Design and Communications, Takoma Park, MD 20912 ISBN Number: 0-87355-074-9 7 Preface 10 Authors 18 Strategies 20 Chapter 1. A Rationale George Tressel 24 Chapter 2. Cognitive Psychology and Science Learning Lauren 13. Resnick and Michelene T. H. Chi 32 Chapter 3. Challenges in Audience Research for Informal Learning Valerie Crane 38 The Media 40 Chapter 4. NOVA, Television, and Informal Science Education Thomas Levenson, William R. Grant, and Paula Apsell 45 Chapter 5. Making Informal Contact Keith W. Mielke 51 Chapter 6. Behind the Scenes of Mr. Wizard Don Herbert 57 Chapter 7. Science Writing in Its Age of Yellow Journalism Jon Franklin 63 Chapter 8. Dusk in the Robot Museums: The Rebirth of Imagination Ray Bradbury 68Museums and Zoos 70 Chapter 9. The Zoo as Noah's Ark Annette Berkovits Contents5 78 Chapter 10. Making the Most of the Zoo Pegi S. Harvey and Debra Erickson 83 Chapter 11.The Science Museum: Object Lessons in Informal Education Michael Templeton 89 Chapter 12. The Muse in the Classroom Joel N. Bloom 96 Projects,Competitions, and Family Activities 98 Chapter 13. Hearing the Music of the Spheres: Informal Astronomy Education Andrew Fraknoi 103 Chapter 14. Westinghouse Science Talent Search Edward G. Sherburne, Jr. 107 Chapter 15. Training Young Researchers Sol Lander 110 Chapter 16.Family Math: Making the Home an Environment for Problem Solving Kathleen Devaney 120 Chapter 17.Fun with Science in Your Community Phyllis Katz 126 Chapter 18.State Academies of Science: A Partnership with Programs for the Gifted Lynn W. Glass 132 Chapter 19.Toys, Books, and Other Science Gifts E. Wendy Saul 139 Bibliography 6 Contents 1TIrrf School provides only a small part of our total education. We learn from everything we do, in and out of school, and everything we do becomes part of what we are. Science for the Fun of It: A Guide to Informal Science Education focuses on science learning outside the classroom. The book consists of a collection of articles by people who are involved intimately with informal sci- ence education. The intent is to highlight some of the many out-of-school opportunities for learn- ing science so that readers can become more aware of these resources and use them more effec- tively. Such resources include zoos, museums, television, magazines and books, and a variety of creative programs and projects. We could include only a small sample of existing resources, but enough variety is here to indicate the educational value and diverse nature of these opportunities. The educational value of informal science education extends beyond mere acquisition of knowl- edge. Attitudes toward science can be greatly influenced by science experiences beyond the class- room. The Natural History Museum in New York City was a favorite place for me to visit as a youngster. I felt comfortable among the dinosaurs and large fishes and mammals. I could not hope to learn everythingthere was too much to observe. The museum was a warehouse full of natu- ral history treasures that could not be memorized, but could be appreciated and enjoyed. The mu- seum was a place where I could live and breathe the past and present of the natural world and Preface7 contemplate its future. The museum imprintedme with feelings more than with information. These feelings would later spill over into formal science education in theclassroom. Similarly, the resources described in this book do not replace formal science education; they supplement and enhance it. Informal science education resources also can providea strong foundation for learning science. Like many of you, I have always enjoyed visiting zoos. Asa youngster. I didn't visit zoos to learn about animals. I went simply to see animals and to have fun, but I learnedabout animals In spite of my nonacademic motives. I have visitedmany zoos around the world. I still visit zoos to see ani- mals and to have fun, but I learn more because I havea history of visiting zoos and a frame of ref- erence about animals and biology. Academic learning and zoo visits have become integral parts of my science education. Thus, what we experience outside the classroom contributes ina meaning- ful way to our overall knowledge and appreciation ofscience. Informal science education resources also appeal to peoples' imagination andcuriosity. The Bal- timore Aquarium is indeed a wonder. How can anyone fail to be amazed bythe diversity and adaptetIness of life in the sea while exploring this aquarium? Ipress my nose against the glass and become part of thr world of undersea life. i fantasize about being attackedby a giant shark, and repulsing the attaL., with a punch on thenose with my bare fist. I imagine wandering the oceans with the giant sea turtles. I even see myself teaching biology to a school of brightly colored fish and giving them exams. Anything is possibleas I float through the aquarium sea, stimulated by the unreality of reality. Participating in informal science education may be pleasurable and exciting,but it is also im- portant to think about how such resources can be used to gain the mosteducational benefits. I re- call observing an elementary school teacher with her class of wide-eyedyoungsters standing un- der the towering Brontosaurus reconstruction at amuseum. This huge dinosaur ;Lad a very small brain. The teacher was intent upon making this point clear to her studentsIs the dinosaur's brain large or small?," she asked. In unison, the awed children responded,"It's laaarge!" "That's right," echoed the teacher, "It's smaaall!" Such misuses of informal science teaching resources probablyoccur more often than one would like to see. 'lb help make Informal science educationresources more useful, we have included "Helpful Hints" at the end of chapters, where appropriate. We hope thatreaders will refer to these suggestions to help enhance informal learning. Science for the Pun of It is divided into four sections. The first section providesreasons for and background information on If..arning science outside the classroom. The secondsection looks at the media as a resource and includes chapters on television andscience publications. The third section focuses on museums and zoos. The last section presentsa variety of special projects and creative approaches to science learning outside the classroom. Publishing this book would not have been possible without the competentassistance of the NSTA staff In particular, I thank Shirley Watt, managing editor of NSTA'sSpecial Publications, and Cam Yo,mg and Crystal Hamann, associate editors. George Tressel andMichael Templeton of the National Science Foundation were particularly helpfulin providing suggestions. George Tres- sel also compiled the bibliography on informal science education. Ithank Leroy Lee, past-presi- dent of NSTA, for supporting the initiation of the project. Finally,my wife Pat deserves special thanks for providing the personal and professional advice that onlya spouse can provide, and be- cause she rarely receives recognition for all the exceptional things she does. 8Preface I hope you enjoy reading this bookthat it will help you become more aware of the value of sci- ence beyond school, and that such awareness and subsequent involvement will enrich your life and the lives of y.Jur students or children. Marvin Druger, editor .t. A A A ,4 1# -.....,.......z. +I.- Sr. All Preface9 3 ( A thorn Paula Apsell has been executive producer of NOVA since 1984. During her tenure, the series has won several major awards, including one AAAS/Westinghouse Seenco.
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