• Title/Summary/Keyword: informal education

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Searching for Science Education in On-Line Resources Provided by Natural History Museums

  • Shin, Myeong-Kyeong;Lee, Sun-Kyung;Choi, Ji-Eun;Kim, Chan-Jong;Lee, Chang-Zin;Byun, Ho-Seung;Lee, Sun-Kyung;Lim, Jin-Young;Jung, Young-Soo
    • Journal of The Korean Association For Science Education
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    • v.24 no.1
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    • pp.63-75
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    • 2004
  • The purpose of this study is to explore characteristics of on-line teaching materials on websites of natural history museums, particularly with regard to educational perspectives and the nature of science. The target resources were selected from the websites of the Natural History Museum in London, the Australian Museum in Sydney, the Field Museum of Natural History in Chicago, and the Smithsonian Museum in Washington D.C.. A total of twelve on-line resources from these museums used in this study were selected as representative informal science teaching materials. For the investigation, this study developed a checklist with a total of nine items that were grounded on mostly reviewing previous literature and articles focusing on educational perspectives of natural history museums and science centers. Exciting and positive results were found in all four museums. The analyses, however, indicated weaknesses as well as strengths in on-line resources regarding their usages as informal science teaching venues.

A Study on the Informal Learning Characteristics of Sports Center Leaders from a Constructivist Perspective (구성주의 관점에서 스포츠센터 지도자의 무형식 학습 특성에 관한 고찰)

  • Kim, Seung-Yong;Li, Jing
    • Journal of Industrial Convergence
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    • v.17 no.3
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    • pp.1-8
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    • 2019
  • This study examined the constructivist perspective and the characteristics of informal learning in relation to work place learning of sports center leaders through a theoretical approach. For this reason, informal learning has important learning meaning because sports center leaders based on informal learning enable them to develop their professionalism through workplace learning in terms of experience and practice in promoting the process of growth and learning. Can be. In addition, the leaders in the sports center coaching sites lack formal learning opportunities in workplace learning compared to office workers in general companies. Therefore, the type of informal learning and the way to improve learning should be presented. This part is considered to be an educational element as an important factor for the professionalism of sports center leaders. In addition, the establishment of a workplace learning environment in personal, environmental, institutional and organizational aspects will help sports center leaders to increase their professionalism.

The impact of informal labeling on self-respect, depression/anxiety, and aggression of adolescents using latent growth model (잠재성장모형을 이용한 청소년의 비공식 낙인이 자아존중감, 불안우울, 공격성에 미치는 영향 분석)

  • Park, Ok ja;Kim, Hye kyung
    • Journal of Family Relations
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    • v.23 no.1
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    • pp.3-24
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    • 2018
  • Objective: This study examined the change of informal labeling self-respect, depression/anxiety, and aggression of adolescents over time and relationship between the intercept and the growth of the variables. Method: 4-year longitudinal panel data(n=2,699), Korea Youth Panel Survey (KYPS), were analyzed to verify the influence of informal labeling on self-respect, depression/anxiety, and aggression of adolescents. Through latent growth modeling, temporal change of the variables was examined. Results: Analytic results are as follow. First, the initial status of informal labeling had a negative impact on the initial status of self-respect. The slope of informal labeling also had a negative impact on the slope of self-respect. In contrast, the initial status of informal labeling did not have an significant impact on the slope of self-respect. Second, the initial status of informal labeling had a positive impact on the initial status of aggression. The slope of informal labeling had a negative impact on the slope of aggression. In contrast, the initial status of informal labeling did not have an significant impact on the slope of aggression. Third, the initial status of informal labeling had a positive impact on the initial status of depression/anxiety and a negative impact on the slope of depression/anxiety. The slope of informal labeling had a positive impact on the slope of self-respect. Conclusions: The results suggest the importance of informal labeling on self-respect, depression/anxiety, and aggression of adolescents.

Elementary School Students' Recognition of the Informal Science Education Program: 'Korea Junior Engineering Achievement' Case (비정규 과학교육 활동에 대한 초등학생들의 인식: '주니어 공학기술 교실' 사례를 중심으로)

  • Jang Kyoung-Ae;Yoon Hye-Gyoung
    • Journal of Korean Elementary Science Education
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    • v.24 no.4
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    • pp.329-336
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    • 2005
  • The purpose of this study was to investigate the elementary school student's recognition of informal science education program : 'Korea Junior Engineering Achievement (KJEA)'case. The subjects were 807, 4th, 5th, 6th grade elementary school students who participated KJEA program. We developed questionnaires and explored the students' preference and the reason to KJEA (compared with school science lesson), attitude on informal elements of KJEA (non-school teachers and non-curricular content), interest in the each KJEA program, outcome of the KJEA. The result of this study showed that the students' recognition of the informal science education program was strongly affirmative. Students preferred KJEA program to school science lessons for that reason why they could make and do by themselves and the KJEA program had novelty. They expected more teaming opportunities by non-school teachers on non-curricular content. Though KJEA had little effect on career interests, students showed willingness to continue to participate. We could get implication for informal science education that the quality of the program is the most important factors than others. The novelty and the doing by oneselves were also important factors for students.

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The Development and Implementation of Smart Project Learning that Integrates Formal Education with Informal Learning (형식 교육과 비형식 학습 경험을 통합한 스마트 프로젝트학습 활동 개발 및 적용)

  • Jo, Miheon;Heo, Heeok;Kang, Euisung;Ryu, Sookhee;Kim, Yongdae;Seo, Jeonghee
    • Journal of The Korean Association of Information Education
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    • v.17 no.3
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    • pp.291-304
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    • 2013
  • Considering the change of educational environments and strategies for the future, this research attempted to develop project learning that uses various smart technologies, and integrates formal education within a school with informal learning experiences outside of the school. For effective learning, the processes of the project learning, instructional activities for each process and supporting materials were specified and developed as a learning package. The project learning program and the instructional package were applied to 18 fifth graders in an elementary school located in Seoul. The results of the pilot test were collected with observations, interviews, and assessment of learning processes and products. And then the results were analyzed in regard of 'the whole processes of project activities', 'learning materials and tools', and 'informal learning experiences'. Based on the results, some suggestions were provided for implementing the smart project learning for integrative learning experiences.

A Study on Alternative Formalization of Division of Fractions Using Informal Knowledge (비형식적 지식을 이용한 대안적인 분수 나눗셈의 형식화 방안에 관한 연구)

  • Baek Sun Su
    • Education of Primary School Mathematics
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    • v.8 no.2 s.16
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    • pp.97-113
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    • 2004
  • The purpose of this study is to develop instructional methods for the formalized algorithm through informal knowledge in teaching division of fractions. The following results have been drawn from this study: First, before students learn formal knowledge about division of fractions, they knowledge or strategies to solve problems such as direct modeling strategies, languages to reason mathematically, and using operational expressions. Second, students could solve problems using informal knowledge which is based on partitioning. But they could not solve problems as the numbers involved in problems became complex. In the beginning, they could not reinvent invert-and-multiply rule only by concrete models. However, with the researcher's guidance, they can understand the meaning of a reciprocal number by using concrete models. Moreover, they had an ability to apply the pattern of solving problems when dividend is 1 into division problems of fractions when dividend is fraction. Third, instructional activities were developed by using the results of the teaching experiment performed in the second research step. They consist of student's worksheets and teachers' guides. In conclusion, formalizing students' informal knowledge can make students understand formal knowledge meaningfully and it has a potential that promote mathematical thinking. The teaching-learning activities developed in this study can be an example to help teachers formalize students' informal knowledge.

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Student Motivation and Interests as Proxies for Forming STEM Identities

  • Campbell, Todd;Lee, Hyon-Yong;Kwon, Hyuk-Soo;Park, Kyung-Suk
    • Journal of The Korean Association For Science Education
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    • v.32 no.3
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    • pp.532-540
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    • 2012
  • This research investigated the motivation and interests of a sample of predominately-underrepresented populations to better understand whether informal STEM learning experiences offer support for developing STEM identities. A valid and reliable three-section self-reporting survey was administered to 169 secondary students as the primary data source. Identity was used as a theoretical lens along with descriptive statistics to reveal students' perceived benefits of the informal STEM learning experience, a Mathematics, Engineering, Science Achievement (MESA) program in the western U.S., for improving their understanding of science, mathematics, and engineering concepts, increasing their interest in science, mathematics, and engineering careers, and increasing their belief of the importance of these STEM disciplines. In summary, the findings emerging, considered alongside current identity research, suggest that informal STEM learning experiences offer students from underrepresented STEM populations the space needed for successful STEM identity bids, either for future career pursuits or participation in a STEM literate populace as a non-STEM professional societal member.

A Child's Informal Knowledge of Multiplication ((두 자리 수)${\times}$(두 자리 수) 해결과정에서 나타나는 아동의 비형식적인 지식에 관한 사례연구)

  • Jeon, Hyung-Og;Lee, Kyung-Hwa
    • Journal of Educational Research in Mathematics
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    • v.18 no.4
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    • pp.483-497
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    • 2008
  • This study investigated what kind of informal knowledge is emergent and what role informal knowledge play in process of solving 2-digit by 2-digit multiplication task. The data come from 4 times interviews with a 3th grade student who had not yet received regular school education regarding 2-digit by 2-digit multiplication. And the data involves the student's activity paper, the characteristics of action and the clue of thinking process. Findings from these interviews clarify the child's informal knowledge to modeling strategy, doubling strategy, distributive property, associative property. The child formed informal knowledge to justify and modify her conjecture of the algorithm.

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Longitudinal Mediated Effects of Informal Labeling on the Relationship between Adolescent Abuse and Academic Achievement: Application of Labeling Theory with Autoregressive Cross-Lagged Modeling (청소년의 피학대경험이 학업성취에 미치는 영향에 대한 비공식낙인의 종단적 매개효과 검증: 낙인이론과 자기회귀교차지연 모델을 적용하여)

  • Taekho Lee ;Yoonsun Han
    • Korean Journal of Culture and Social Issue
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    • v.22 no.4
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    • pp.567-593
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    • 2016
  • This study examined longitudinal mediated effects of informal labeling on the relationship between adolescent abuse and academic achievement using autoregressive cross-lagged modeling. Data were obtained from the second, third, and fourth waves of the middle school student cohort (N=3,168) of the Korean Youth Panel Survey. The major longitudinal findings of this study are as follows: First, adolescent abuse was found to have a positive association with future informal labeling. Second, informal labeling was found to have a negative association with future academic achievement. Finally, the longitudinal relationship between adolescent abuse and academic achievement was partially mediated by informal labeling. Based on these results, this study suggests directions for adolescent abuse prevention. The need for education and prevention of informal labeling was discussed, as well as the direction of intervention programs for adolescents with experience of informal labeling. Furthermore, this study may provide empirical evidence for labeling theory and contribute to increasing awareness on the longitudinal influence of adolescent abuse and informal labeling.

Mobilizing Informal Economic Sector to Uphold Urban Institutional Resilience: A Case Study of Rawalpindi, Pakistan

  • RIAZ, Tayyaba;WAHEED, Abdul;ALVI, Shahzad
    • The Journal of Asian Finance, Economics and Business
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    • v.9 no.5
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    • pp.397-407
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    • 2022
  • The informal economy is a large part of the urban economy. The informal economy accounts for about half of Pakistan's GDP. This research examined nine different areas of Rawalpindi's Central Business District's business sector (CBD). A survey of 404 respondents from 16 CBD marketplaces enables a comprehensive examination of who works in the informal and formal economic sectors, how much they earn, their goals, perception of their job, and their degree of similarity to the rest of the working population. Furthermore, the statistics illustrate the pro-cyclical connections between the informal economic sector and the formal economy. The Multinomial Logistic Regression (MLR) technique is used for the analysis. The MLR results indicated the informal economic sector holds positive relation with earning members in a family, business expertise, average business sale, and negative relation with education level, satisfaction with government tax policies, household expense, and average investment in the business. From a resilience standpoint, governance is considered an intentional collective action to preserve a stable system condition. Hence, the current study recommends tax reforms and government institution reorganization to mobilize the informal sector and make effective institutional governance.