DOCUMENT RESUME ED 391 637 SE 056 257 TITLE Informal Learning in Science. Final Program and Abstracts of the National Association for Research in Science Teaching Annual Meeting (68th, San Francisco, California, April 22-25, 1995). INSTITUTION National Association for Research in Science Teaching. PUB DATE Apr 95 NOTE 213p. PUB TYPE Collected Works Conference Proceedings (021) EDRS PRICE MF01/PrO9 Plus Postage. DESCRIPTORS Elementary Secondary Education; Nontraditional Education; *Science Education ABSTRACT This document is divided into five parts: general information about the National Association for Research in Science Teaching (NARST), the 1995 NARST annual meeting program, abstracts of papers presented at this meeting, first authors' addresses, and a participant index. The 10 strands concerning science education are: (1) Learning: Students' Conceptions and Conceptual Change; (2) Learning: Classroom Contexts and Learner Characteristics; (3) Teaching;(4) Teacher Education; (5) Curriculum, Evaluation, and Assessment;(6) Cultural, Social and Gender Issues;(7) Educational Technology; (8) History, Philosophy and Epistemology; (9) Spanish Sessions (variety of types presented in Spanish); and (10) Other Informal Learning, Policy and Reform, Public Awareness, Research Methods, Teachers as Researchers, etc. (JRH) Reproductions supplied by EDRS are the best that can be made * from the original doc.ument. *********************************************************************** NATIONAL ASSOCIATION FOR RESEARCH IN SCIENCE TEACHING Final Program and Abstracts 1995 NARST ANNUAL MEETING Informal Learning in Science U.S. DEPARTMENT OF EDUCAT)ON PERMISSION TO REPRODUCE THIS Otke 04 EaKshonal Reamith AIM ImproNommt M ERIAL HAS BEEN GRANTED BYY EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Thm 00Cument has boon reotoduced IN aKk "eteued tborn the 00110n et orpenstaboo ocvnet(rig .1 OIknoe chongos hens Won mode to (oNorove TeDrOduCtiOn quality PcNnts 01 0.40,1 01 OPtmOnS Sletts0 in th m dOeu- 10 THE EDUCATIONAL RESOURCES 'Tient CIO n01 nectsSenly represent Okla( INFORMATION CENTER (ERICI OE RI ISOSthOn Ot polmy 2 BEST COPYAVAILABLE NATIONAL ASSOCIATION FOR RESEARCH IN SCIENCETEACHING Final Program and Abstracts 1995 NARST ANNUALMEETING Informal Learning in Science April 22-25, 1995 Holiday Inn Golden Gateway Hotel San Francisco Authentic School Science Knowing and Learning in Open-Inquiry Science Laboratories by Wolff-Michael Roth Book Simon Fraser University, Burnaby, B.C., Canada Highlight According to John Dewey, Seymour Papert, Donald Schon, andAllan Collins, school activities, to be authentic, need to share keyfeatures with those worlds about which they teach. This book documentslearning and teaching in open-inquiry learning environments, designed with the precepts of these educational thinkers in mind. The book is thus a first-handreport of knowing and learning by individuals and groups in complexopen-inquiry learning environments in science. As such, it contributes to theemerging literature in this field. Secondly, it exemplifies research methods for studying such complex learning environments. The reader is thus encouraged not only to take the research findings as such, but to reflect on the processof arriving at these findings. Finally, the book is also an example of knowledge constructed by ateacher- researcher, and thus a model for teacher-researcher activity. Preface. 1: Background. 1.1 . Introduction. 1.2. General Theoretical Ground- ing. 1.3. Setting. II: Individual and Collaborative Construction ofKnowl- edge. 11.1. Individual Construction of Knowledge. 11.2. Individual Construc- tions. 11.3. Learning as Situated Activity. 11.4. Collaborative Constructions. 11.5. Studies on Collaborative Concept Mapping. 11.6. Tools forSocial Thinking. Framing and Solving Problems. 111.1. Overview of Problem- Solving Research. 111.2. Problem-Setting. 111.3. Teacher Effects inProblem Setting. 111.4. Finding Solutions. 111.5. Concrete Modes of Thinking.IV: Interactions. IV.1. Characteristics of Student-Student Interactions.1V.2. Interactional Processes. IV.3. Structure of Interactions. IV.4. Communities of Knowledge. 1V.5. A Framework for Teacher-Student Interactions.IV.6. Kluwer Apprenticeship in Science Classrooms. IV.7. Microanalyses of Cognitive Apprenticeship. Conclusion. Epilogue. Bibliography. Index. academic SCIENCE & TECHNOLOGY EDUCATION LIBRARY, 1 publishers 1995, 320 pp. ISBN 0-7923-3088-9 Hardbound NLG160.00 / USD 106.00 / GBP 66.00 Paperback USD 39.95 ISBN 0-7923-3307-1 (Sales rights in North America only) P.O. Box 322, 3300 AH Dordrecht, The Netherlands P.O. Box 358, Accord Station, Hingham, MA 02018-0358,U.S.A. 4 FALMER PRESS TAYLOR & FR4NCIS CNew from the Studies in Mathematia Education SerioTh41111211111111M MATHEMATICS, EDUCATiON INVESTIGATING AND PHILOSOPHY MATHEMATICS TEACHING An International Perspective A Constructivist Enquhy Edited by Pawl Bunt Barietrajaaisvallsi 1994 230pp 0-75070-290-7 CL $52 1994 230pp 0-75070-3734 CL $52 CONSTRUCTING RADICAL CONSTRUCIWISM MATHEMATICS A Way of Knowing and Lfa. ming KNOWLEDGE Erase ves Glasenfold Epistemology and 1995 210pp 0-75070-387-3 CL ;:t52 Edited byJ. 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Now I feel con- Qualitative Inquiry as a Institutional $190 Personal $85 fident at doing research in my own class- Path to Empowerment room."J.Normile, NYC Reading Teacher Joe Kindieloe, Penn State University 1991 210pp 1991 236pp LEARNING TO 1-85000-856-6 PA$19.95 1-85000-851-XPB$19 TEACH SCIENCE 1-85000-855-8 CL$52 1-85000-853-1 Cl,$44 Activities for Student Teachers and Mentors DOING QUALITATIVE RESEARCH Edited by Martin Afonk &Justin Dillon Circles Within Circles In response to the overwhelming demands Margot ElyVere Fork I 'niversity, with M. Anzul, T. Friedman, from science teachers on e process of D. Garner, & A. McCormackSteinmetz mentoring in schools, this book provides an "...full of practical information. This is a unique spice in a rich. satisfying interactive, activities-based resource. It covers introduction to qualitative inquiry."QualitativeHealth Research nine areas of science teacher competence 1991 191pp crossed with five levels of progression to give 1-85000-814-0 PR$19.95 1-85000-813-2 CI,$52 a flexible program of training. 1995 224pp Visit our Book & Journal Display 0-75070-386-5 PR$20.50 0-75070-385-7 CL$63 at the NARST Conference } Book Pdces Reflect 20% Conference Discount 1900 1.1-4),,I R(1.. c. 101. Brkinl. I>19007-1598 1-81111821 8:;1 2 5 BEST COPY AVAILABLE I NG'S 1X_Collegev LONDON Founded1829 King's College London atNARST University of London King's College London is one of Britain's oldest institutionsof higher education. The School of Education has an international reputation for excellence forits involvement in major research and curriculum development projects. Research and Development The School has been involved with research and curriculumdevelopment (including Nuffield Science) throughout the world and is currently involvedin projects in Indonesia, Nigeria, Malawi, Turkey, Spain, Slovenia, Lithuania, Bulgaria, the CzechRepublic and Slovakia as well as partici- pating in the UNESCO North Sea Project and Project 2000.Several proposals are in preparation for the European Union 4th Framework programme. Teaching As well as initial teacher education, we offer a rangeof INSET courses many of which lead to higher qualifications: Diplomas in IT in Education or inProfessional Studies; modular masters degrees in science, mathematics and computing education awell as MPhil and PhD research degrees. King's staff at NARST Philip Adey, Paul Black, Justin Dillon, Bob Fairbrother & ChrisHarrison King's Seminar Dimensions of Inservice Teacher Development - Monday, April24, 10.30 am - 12.00 pm Recent Publications and Products Learning to Teach Science, Monk & Dillon (Eds.), Falmer Press Really Raising Standards, Adey & Shayer, Routledge Thinking Science (The CASE teaching pack), Adey, Shayer & Yates,Thomas Nelson & Sons The King's BP Thinking Science INSET pack The Impact Report (Impact of I.T. in schools) Energy Expert & Model Builder Software