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非正式环境中的科学学习,在目的、发生方式上与课堂教学存在相似也有很多不同。理解非正式环境中科学学习的本质,是设计、开发和评价博物馆教育项目的基础。美国国家研究理事会组织成立的非正式环境下科学学习项目委员会梳理了美国近20年在该领域的研究,出版《非正式环境中的科学学习:人、场所与活动》,用大量实证研究反映出非正式科学学习的特征、结果和研究方法。本文汲取其中生态学视角和学习框架两个方面对该书做一个导读。
Scientific learning in an informal environment has many differences from the classroom teaching in its purpose and manner. Understanding the nature of science learning in an informal setting is the foundation for designing, developing and evaluating museum education programs. The Scientific Learning Project Committee under the Informal Environment, organized by the National Research Council of the United States, has reviewed nearly 20 years of research conducted by the United States in this field and published “Scientific Learning in an Informal Environment: People, Places and Activities” with a large number of empirical studies reflecting The characteristics of informal science learning, results and research methods. This paper draws on two aspects of ecological perspective and learning framework to make a guide to the book.