New ground :: pushing the boundaries of studying informal learning in science, mathematics, and technology /
Between 2004 and 2009, university educators, practicing scientists, museum and science-centre personnel, historians, and K-12 teachers in Canada's eastern Atlantic provinces came together as a research community to investigate informal learning in science, technology, and mathematics. The inter...
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Rotterdam, The Netherlands :
SensePublishers,
2015.
|
| Schriftenreihe: | Bold visions in educational research ;
volume 46. |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | Between 2004 and 2009, university educators, practicing scientists, museum and science-centre personnel, historians, and K-12 teachers in Canada's eastern Atlantic provinces came together as a research community to investigate informal learning in science, technology, and mathematics. The interdisciplinary collaboration, known as CRYSTAL Atlantique, was sponsored by Canada's National Science and Engineering Research Council. In this volume, the CRYSTAL participants look back on their collective experience and describe research projects that pushed the boundaries of informal teaching and learning. Those projects include encounters between students and practicing scientists in university laboratories and field studies; summer camps for science engagement; after-school science clubs for teachers and students; innovative software for computer assisted learning; environmental problem-solving in a comparative, international context; online communities devoted to solving mathematical problems; and explorations of ethonomathematics among Canadian aboriginal peoples. The editors and contributors stress the need for research on informal learning to be informed continuously by a notion of science as culture, and they analyze the forms of resistance that studies of informal learning frequently encounter. Above all, they urge a more central place for informal science learning in the larger agenda of educational research today. |
| Beschreibung: | 1 online resource (xii, 306 pages) |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9789463000222 9463000224 |
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| 245 | 0 | 0 | |a New ground : |b pushing the boundaries of studying informal learning in science, mathematics, and technology / |c foreword by Jrène Rahm ; edited by Karen S. Sahin and R. Steven Turner. |
| 264 | 1 | |a Rotterdam, The Netherlands : |b SensePublishers, |c 2015. | |
| 300 | |a 1 online resource (xii, 306 pages) | ||
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| 490 | 1 | |a Bold visions in educational research ; |v volume 46 | |
| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Online resource; title from PDF title page (SpringerLink, viewed May 14, 2015). | |
| 520 | |a Between 2004 and 2009, university educators, practicing scientists, museum and science-centre personnel, historians, and K-12 teachers in Canada's eastern Atlantic provinces came together as a research community to investigate informal learning in science, technology, and mathematics. The interdisciplinary collaboration, known as CRYSTAL Atlantique, was sponsored by Canada's National Science and Engineering Research Council. In this volume, the CRYSTAL participants look back on their collective experience and describe research projects that pushed the boundaries of informal teaching and learning. Those projects include encounters between students and practicing scientists in university laboratories and field studies; summer camps for science engagement; after-school science clubs for teachers and students; innovative software for computer assisted learning; environmental problem-solving in a comparative, international context; online communities devoted to solving mathematical problems; and explorations of ethonomathematics among Canadian aboriginal peoples. The editors and contributors stress the need for research on informal learning to be informed continuously by a notion of science as culture, and they analyze the forms of resistance that studies of informal learning frequently encounter. Above all, they urge a more central place for informal science learning in the larger agenda of educational research today. | ||
| 505 | 0 | |a TABLE OF CONTENTS; FOREWORD; CRYSTAL Atlantique: Stories about Creating Possibilities, Releasing the Imagination, and Learning to Learn; REFERENCES; ACKNOWLEDGMENTS; Part One: CRYSTAL Atlantique -- The Story; CRYSTAL ATLANTIQUE-THE STORY; WHO ARE WE AND HOW DID WE COME TO BE WORKING TOGETHER?; OUR COLLECTIVE ACTIVITIES, ENCOUNTERS, AND COMMUNITY; Collective Activities; Encounters; Community; INTERROGATING OUR WORK: WHAT WE LEARNED ABOUT INFORMAL LEARNING; PUSHING THE BOUNDARIES OF INFORMAL LEARNING; Accomplishments; REFERENCES; Part Two: Research Stories from CRYSTAL Atlantique. | |
| 505 | 8 | |a Section I: Voices Outside EducationINTRODUCTION; ENGAGEMENT: THE IMPORTANCE OF RESEARCH-INTENSIVE EXPERIENCES; INTRODUCTION; THE GO GLOBAL: SCIENCE RESEARCH PROGRAM; LITERATURE REVIEW; PARTICIPANT PROFILE; EDUCATIONAL RESEARCH DESIGN; IMPORTANCE OF AUTHENTIC RESEARCH EXPERIENCES; VIEWS OF SCIENTISTS; IMPACT ON THE MENTORS; DISCUSSION; ACKNOWLEDGEMENTS; NOTE; REFERENCES; AN EXPLORATION OF SUMMER SCIENCE CAMPS AS AN INFORMAL LEARNING ENVIRONMENT; INTRODUCTION; Informal Science Outreach Programs; How Children Learn Science; THE SUMMER SCIENCE CAMPS; METHODOLOGY; WHAT WE LEARNED. | |
| 505 | 8 | |a Children Liked Attending the Science CampsChildren Came to Learn; Children Learned Science; Children's Thinking about Science Changed; The Leaders Are Important Role Models; DISCUSSION; FUTURE CONSIDERATIONS; CONCLUSIONS; APPENDIX A: STUDENT SURVEY (ON COMPUTER); APPENDIX B: PARENT SURVEY; APPENDIX C: TELEPHONE INTERVIEW QUESTIONS; APPENDIX D: PARENT SURVEY-RETURNING PARTICIPANT; APPENDIX E: INTERVIEW FOR RETURNING CHILD; REFERENCES; TECHNOLOGY ENHANCED PROBLEM-BASED LEARNING; INTRODUCTION; PROBLEMATIC; PROBLEM-BASED LEARNING BY USING OCOWS; ASSESSMENT. | |
| 505 | 8 | |a WEB-BASED TOOLS USED FOR THE TECHNOLOGY ENHANCED LEARNINGOCOWS COMPONENTS; On the Server Side; The Data Access Objects; The Business Logic Objects; The Remote Procedures; On the Client Side; OCOWS INTERFACE; The Menu; The Table of Contents Section; The Comments Section; The Content Section; CONCLUSION; ACKNOWLEDGEMENTS; NOTE; REFERENCES; Section II: Questions and Dilemmas Associated with Informal Learning Research; INTRODUCTION; COMMON SENSE AND NECESSITY IN (ETHNO) MATHEMATICS; CONTEXT; WHAT IS MATHEMATICS?; VALUES IN MI'KMAW PRACTICES; COMMON SENSE IN MI'KMAW PRACTICES. | |
| 505 | 8 | |a COMMON SENSE AND NECESSITY IN/AGAINST MATHEMATICSSTUDENT WORK IN THE TENSION; NOTES; REFERENCES; ASSESSING DIFFICULTY LEVEL IN MATHEMATICAL PROBLEM SOLVING IN INFORMAL ONLINE ENVIRONMENTS: Case of the CASMI Community; CONTEXT AND PROBLEM STATEMENT OF THE STUDY; THEORETICAL AND METHODOLOGICAL FRAMEWORKS; A FRAMEWORK FOR PROBLEM CHARACTERIZATION; APPLICATION OF THE FRAMEWORK: EXAMPLES OF CLASSIFICATION; PROBLEM CHARACTERISTICS AND DIFFICULTY LEVELS; DATA ANALYSIS; Problem Characterization and Ratio of Correct Solutions. | |
| 650 | 0 | |a Non-formal education. |0 http://id.loc.gov/authorities/subjects/sh85092222 | |
| 650 | 0 | |a Science |x Study and teaching. | |
| 650 | 0 | |a Mathematics |x Study and teaching. |0 http://id.loc.gov/authorities/subjects/sh85082157 | |
| 650 | 0 | |a Technology |x Study and teaching. |0 http://id.loc.gov/authorities/subjects/sh85133171 | |
| 650 | 6 | |a Éducation non formelle. | |
| 650 | 6 | |a Sciences |x Étude et enseignement. | |
| 650 | 6 | |a Mathématiques |x Étude et enseignement. | |
| 650 | 6 | |a Technologie |x Étude et enseignement. | |
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| 700 | 1 | |a Sahin, Karen S., |e editor. | |
| 700 | 1 | |a Turner, R. Steven |q (Roy Steven), |d 1944- |e editor. | |
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| building | Verbundindex |
| bvnumber | localFWS |
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| callnumber-sort | LC 245.3 |
| callnumber-subject | LC - Social Aspects of Education |
| collection | ZDB-4-EDU |
| contents | TABLE OF CONTENTS; FOREWORD; CRYSTAL Atlantique: Stories about Creating Possibilities, Releasing the Imagination, and Learning to Learn; REFERENCES; ACKNOWLEDGMENTS; Part One: CRYSTAL Atlantique -- The Story; CRYSTAL ATLANTIQUE-THE STORY; WHO ARE WE AND HOW DID WE COME TO BE WORKING TOGETHER?; OUR COLLECTIVE ACTIVITIES, ENCOUNTERS, AND COMMUNITY; Collective Activities; Encounters; Community; INTERROGATING OUR WORK: WHAT WE LEARNED ABOUT INFORMAL LEARNING; PUSHING THE BOUNDARIES OF INFORMAL LEARNING; Accomplishments; REFERENCES; Part Two: Research Stories from CRYSTAL Atlantique. Section I: Voices Outside EducationINTRODUCTION; ENGAGEMENT: THE IMPORTANCE OF RESEARCH-INTENSIVE EXPERIENCES; INTRODUCTION; THE GO GLOBAL: SCIENCE RESEARCH PROGRAM; LITERATURE REVIEW; PARTICIPANT PROFILE; EDUCATIONAL RESEARCH DESIGN; IMPORTANCE OF AUTHENTIC RESEARCH EXPERIENCES; VIEWS OF SCIENTISTS; IMPACT ON THE MENTORS; DISCUSSION; ACKNOWLEDGEMENTS; NOTE; REFERENCES; AN EXPLORATION OF SUMMER SCIENCE CAMPS AS AN INFORMAL LEARNING ENVIRONMENT; INTRODUCTION; Informal Science Outreach Programs; How Children Learn Science; THE SUMMER SCIENCE CAMPS; METHODOLOGY; WHAT WE LEARNED. Children Liked Attending the Science CampsChildren Came to Learn; Children Learned Science; Children's Thinking about Science Changed; The Leaders Are Important Role Models; DISCUSSION; FUTURE CONSIDERATIONS; CONCLUSIONS; APPENDIX A: STUDENT SURVEY (ON COMPUTER); APPENDIX B: PARENT SURVEY; APPENDIX C: TELEPHONE INTERVIEW QUESTIONS; APPENDIX D: PARENT SURVEY-RETURNING PARTICIPANT; APPENDIX E: INTERVIEW FOR RETURNING CHILD; REFERENCES; TECHNOLOGY ENHANCED PROBLEM-BASED LEARNING; INTRODUCTION; PROBLEMATIC; PROBLEM-BASED LEARNING BY USING OCOWS; ASSESSMENT. WEB-BASED TOOLS USED FOR THE TECHNOLOGY ENHANCED LEARNINGOCOWS COMPONENTS; On the Server Side; The Data Access Objects; The Business Logic Objects; The Remote Procedures; On the Client Side; OCOWS INTERFACE; The Menu; The Table of Contents Section; The Comments Section; The Content Section; CONCLUSION; ACKNOWLEDGEMENTS; NOTE; REFERENCES; Section II: Questions and Dilemmas Associated with Informal Learning Research; INTRODUCTION; COMMON SENSE AND NECESSITY IN (ETHNO) MATHEMATICS; CONTEXT; WHAT IS MATHEMATICS?; VALUES IN MI'KMAW PRACTICES; COMMON SENSE IN MI'KMAW PRACTICES. COMMON SENSE AND NECESSITY IN/AGAINST MATHEMATICSSTUDENT WORK IN THE TENSION; NOTES; REFERENCES; ASSESSING DIFFICULTY LEVEL IN MATHEMATICAL PROBLEM SOLVING IN INFORMAL ONLINE ENVIRONMENTS: Case of the CASMI Community; CONTEXT AND PROBLEM STATEMENT OF THE STUDY; THEORETICAL AND METHODOLOGICAL FRAMEWORKS; A FRAMEWORK FOR PROBLEM CHARACTERIZATION; APPLICATION OF THE FRAMEWORK: EXAMPLES OF CLASSIFICATION; PROBLEM CHARACTERISTICS AND DIFFICULTY LEVELS; DATA ANALYSIS; Problem Characterization and Ratio of Correct Solutions. |
| ctrlnum | (OCoLC)908939905 |
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The editors and contributors stress the need for research on informal learning to be informed continuously by a notion of science as culture, and they analyze the forms of resistance that studies of informal learning frequently encounter. 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| id | ZDB-4-EDU-ocn908939905 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-26T14:54:12Z |
| institution | BVB |
| isbn | 9789463000222 9463000224 |
| language | English |
| oclc_num | 908939905 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (xii, 306 pages) |
| psigel | ZDB-4-EDU |
| publishDate | 2015 |
| publishDateSearch | 2015 |
| publishDateSort | 2015 |
| publisher | SensePublishers, |
| record_format | marc |
| series | Bold visions in educational research ; |
| series2 | Bold visions in educational research ; |
| spelling | New ground : pushing the boundaries of studying informal learning in science, mathematics, and technology / foreword by Jrène Rahm ; edited by Karen S. Sahin and R. Steven Turner. Rotterdam, The Netherlands : SensePublishers, 2015. 1 online resource (xii, 306 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier text file PDF rda Bold visions in educational research ; volume 46 Includes bibliographical references and index. Online resource; title from PDF title page (SpringerLink, viewed May 14, 2015). Between 2004 and 2009, university educators, practicing scientists, museum and science-centre personnel, historians, and K-12 teachers in Canada's eastern Atlantic provinces came together as a research community to investigate informal learning in science, technology, and mathematics. The interdisciplinary collaboration, known as CRYSTAL Atlantique, was sponsored by Canada's National Science and Engineering Research Council. In this volume, the CRYSTAL participants look back on their collective experience and describe research projects that pushed the boundaries of informal teaching and learning. Those projects include encounters between students and practicing scientists in university laboratories and field studies; summer camps for science engagement; after-school science clubs for teachers and students; innovative software for computer assisted learning; environmental problem-solving in a comparative, international context; online communities devoted to solving mathematical problems; and explorations of ethonomathematics among Canadian aboriginal peoples. The editors and contributors stress the need for research on informal learning to be informed continuously by a notion of science as culture, and they analyze the forms of resistance that studies of informal learning frequently encounter. Above all, they urge a more central place for informal science learning in the larger agenda of educational research today. TABLE OF CONTENTS; FOREWORD; CRYSTAL Atlantique: Stories about Creating Possibilities, Releasing the Imagination, and Learning to Learn; REFERENCES; ACKNOWLEDGMENTS; Part One: CRYSTAL Atlantique -- The Story; CRYSTAL ATLANTIQUE-THE STORY; WHO ARE WE AND HOW DID WE COME TO BE WORKING TOGETHER?; OUR COLLECTIVE ACTIVITIES, ENCOUNTERS, AND COMMUNITY; Collective Activities; Encounters; Community; INTERROGATING OUR WORK: WHAT WE LEARNED ABOUT INFORMAL LEARNING; PUSHING THE BOUNDARIES OF INFORMAL LEARNING; Accomplishments; REFERENCES; Part Two: Research Stories from CRYSTAL Atlantique. Section I: Voices Outside EducationINTRODUCTION; ENGAGEMENT: THE IMPORTANCE OF RESEARCH-INTENSIVE EXPERIENCES; INTRODUCTION; THE GO GLOBAL: SCIENCE RESEARCH PROGRAM; LITERATURE REVIEW; PARTICIPANT PROFILE; EDUCATIONAL RESEARCH DESIGN; IMPORTANCE OF AUTHENTIC RESEARCH EXPERIENCES; VIEWS OF SCIENTISTS; IMPACT ON THE MENTORS; DISCUSSION; ACKNOWLEDGEMENTS; NOTE; REFERENCES; AN EXPLORATION OF SUMMER SCIENCE CAMPS AS AN INFORMAL LEARNING ENVIRONMENT; INTRODUCTION; Informal Science Outreach Programs; How Children Learn Science; THE SUMMER SCIENCE CAMPS; METHODOLOGY; WHAT WE LEARNED. Children Liked Attending the Science CampsChildren Came to Learn; Children Learned Science; Children's Thinking about Science Changed; The Leaders Are Important Role Models; DISCUSSION; FUTURE CONSIDERATIONS; CONCLUSIONS; APPENDIX A: STUDENT SURVEY (ON COMPUTER); APPENDIX B: PARENT SURVEY; APPENDIX C: TELEPHONE INTERVIEW QUESTIONS; APPENDIX D: PARENT SURVEY-RETURNING PARTICIPANT; APPENDIX E: INTERVIEW FOR RETURNING CHILD; REFERENCES; TECHNOLOGY ENHANCED PROBLEM-BASED LEARNING; INTRODUCTION; PROBLEMATIC; PROBLEM-BASED LEARNING BY USING OCOWS; ASSESSMENT. WEB-BASED TOOLS USED FOR THE TECHNOLOGY ENHANCED LEARNINGOCOWS COMPONENTS; On the Server Side; The Data Access Objects; The Business Logic Objects; The Remote Procedures; On the Client Side; OCOWS INTERFACE; The Menu; The Table of Contents Section; The Comments Section; The Content Section; CONCLUSION; ACKNOWLEDGEMENTS; NOTE; REFERENCES; Section II: Questions and Dilemmas Associated with Informal Learning Research; INTRODUCTION; COMMON SENSE AND NECESSITY IN (ETHNO) MATHEMATICS; CONTEXT; WHAT IS MATHEMATICS?; VALUES IN MI'KMAW PRACTICES; COMMON SENSE IN MI'KMAW PRACTICES. COMMON SENSE AND NECESSITY IN/AGAINST MATHEMATICSSTUDENT WORK IN THE TENSION; NOTES; REFERENCES; ASSESSING DIFFICULTY LEVEL IN MATHEMATICAL PROBLEM SOLVING IN INFORMAL ONLINE ENVIRONMENTS: Case of the CASMI Community; CONTEXT AND PROBLEM STATEMENT OF THE STUDY; THEORETICAL AND METHODOLOGICAL FRAMEWORKS; A FRAMEWORK FOR PROBLEM CHARACTERIZATION; APPLICATION OF THE FRAMEWORK: EXAMPLES OF CLASSIFICATION; PROBLEM CHARACTERISTICS AND DIFFICULTY LEVELS; DATA ANALYSIS; Problem Characterization and Ratio of Correct Solutions. Non-formal education. http://id.loc.gov/authorities/subjects/sh85092222 Science Study and teaching. Mathematics Study and teaching. http://id.loc.gov/authorities/subjects/sh85082157 Technology Study and teaching. http://id.loc.gov/authorities/subjects/sh85133171 Éducation non formelle. Sciences Étude et enseignement. Mathématiques Étude et enseignement. Technologie Étude et enseignement. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Mathematics Study and teaching fast Non-formal education fast Science Study and teaching fast Technology Study and teaching fast Sahin, Karen S., editor. Turner, R. Steven (Roy Steven), 1944- editor. Print version: New ground. Rotterdam, The Netherlands : SensePublishers, 2015 9463000208 9789463000208 Bold visions in educational research ; volume 46. FWS01 ZDB-4-EDU FWS_PDA_EDU https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1055133 Volltext |
| spellingShingle | New ground : pushing the boundaries of studying informal learning in science, mathematics, and technology / Bold visions in educational research ; TABLE OF CONTENTS; FOREWORD; CRYSTAL Atlantique: Stories about Creating Possibilities, Releasing the Imagination, and Learning to Learn; REFERENCES; ACKNOWLEDGMENTS; Part One: CRYSTAL Atlantique -- The Story; CRYSTAL ATLANTIQUE-THE STORY; WHO ARE WE AND HOW DID WE COME TO BE WORKING TOGETHER?; OUR COLLECTIVE ACTIVITIES, ENCOUNTERS, AND COMMUNITY; Collective Activities; Encounters; Community; INTERROGATING OUR WORK: WHAT WE LEARNED ABOUT INFORMAL LEARNING; PUSHING THE BOUNDARIES OF INFORMAL LEARNING; Accomplishments; REFERENCES; Part Two: Research Stories from CRYSTAL Atlantique. Section I: Voices Outside EducationINTRODUCTION; ENGAGEMENT: THE IMPORTANCE OF RESEARCH-INTENSIVE EXPERIENCES; INTRODUCTION; THE GO GLOBAL: SCIENCE RESEARCH PROGRAM; LITERATURE REVIEW; PARTICIPANT PROFILE; EDUCATIONAL RESEARCH DESIGN; IMPORTANCE OF AUTHENTIC RESEARCH EXPERIENCES; VIEWS OF SCIENTISTS; IMPACT ON THE MENTORS; DISCUSSION; ACKNOWLEDGEMENTS; NOTE; REFERENCES; AN EXPLORATION OF SUMMER SCIENCE CAMPS AS AN INFORMAL LEARNING ENVIRONMENT; INTRODUCTION; Informal Science Outreach Programs; How Children Learn Science; THE SUMMER SCIENCE CAMPS; METHODOLOGY; WHAT WE LEARNED. Children Liked Attending the Science CampsChildren Came to Learn; Children Learned Science; Children's Thinking about Science Changed; The Leaders Are Important Role Models; DISCUSSION; FUTURE CONSIDERATIONS; CONCLUSIONS; APPENDIX A: STUDENT SURVEY (ON COMPUTER); APPENDIX B: PARENT SURVEY; APPENDIX C: TELEPHONE INTERVIEW QUESTIONS; APPENDIX D: PARENT SURVEY-RETURNING PARTICIPANT; APPENDIX E: INTERVIEW FOR RETURNING CHILD; REFERENCES; TECHNOLOGY ENHANCED PROBLEM-BASED LEARNING; INTRODUCTION; PROBLEMATIC; PROBLEM-BASED LEARNING BY USING OCOWS; ASSESSMENT. WEB-BASED TOOLS USED FOR THE TECHNOLOGY ENHANCED LEARNINGOCOWS COMPONENTS; On the Server Side; The Data Access Objects; The Business Logic Objects; The Remote Procedures; On the Client Side; OCOWS INTERFACE; The Menu; The Table of Contents Section; The Comments Section; The Content Section; CONCLUSION; ACKNOWLEDGEMENTS; NOTE; REFERENCES; Section II: Questions and Dilemmas Associated with Informal Learning Research; INTRODUCTION; COMMON SENSE AND NECESSITY IN (ETHNO) MATHEMATICS; CONTEXT; WHAT IS MATHEMATICS?; VALUES IN MI'KMAW PRACTICES; COMMON SENSE IN MI'KMAW PRACTICES. COMMON SENSE AND NECESSITY IN/AGAINST MATHEMATICSSTUDENT WORK IN THE TENSION; NOTES; REFERENCES; ASSESSING DIFFICULTY LEVEL IN MATHEMATICAL PROBLEM SOLVING IN INFORMAL ONLINE ENVIRONMENTS: Case of the CASMI Community; CONTEXT AND PROBLEM STATEMENT OF THE STUDY; THEORETICAL AND METHODOLOGICAL FRAMEWORKS; A FRAMEWORK FOR PROBLEM CHARACTERIZATION; APPLICATION OF THE FRAMEWORK: EXAMPLES OF CLASSIFICATION; PROBLEM CHARACTERISTICS AND DIFFICULTY LEVELS; DATA ANALYSIS; Problem Characterization and Ratio of Correct Solutions. Non-formal education. http://id.loc.gov/authorities/subjects/sh85092222 Science Study and teaching. Mathematics Study and teaching. http://id.loc.gov/authorities/subjects/sh85082157 Technology Study and teaching. http://id.loc.gov/authorities/subjects/sh85133171 Éducation non formelle. Sciences Étude et enseignement. Mathématiques Étude et enseignement. Technologie Étude et enseignement. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Mathematics Study and teaching fast Non-formal education fast Science Study and teaching fast Technology Study and teaching fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85092222 http://id.loc.gov/authorities/subjects/sh85082157 http://id.loc.gov/authorities/subjects/sh85133171 |
| title | New ground : pushing the boundaries of studying informal learning in science, mathematics, and technology / |
| title_auth | New ground : pushing the boundaries of studying informal learning in science, mathematics, and technology / |
| title_exact_search | New ground : pushing the boundaries of studying informal learning in science, mathematics, and technology / |
| title_full | New ground : pushing the boundaries of studying informal learning in science, mathematics, and technology / foreword by Jrène Rahm ; edited by Karen S. Sahin and R. Steven Turner. |
| title_fullStr | New ground : pushing the boundaries of studying informal learning in science, mathematics, and technology / foreword by Jrène Rahm ; edited by Karen S. Sahin and R. Steven Turner. |
| title_full_unstemmed | New ground : pushing the boundaries of studying informal learning in science, mathematics, and technology / foreword by Jrène Rahm ; edited by Karen S. Sahin and R. Steven Turner. |
| title_short | New ground : |
| title_sort | new ground pushing the boundaries of studying informal learning in science mathematics and technology |
| title_sub | pushing the boundaries of studying informal learning in science, mathematics, and technology / |
| topic | Non-formal education. http://id.loc.gov/authorities/subjects/sh85092222 Science Study and teaching. Mathematics Study and teaching. http://id.loc.gov/authorities/subjects/sh85082157 Technology Study and teaching. http://id.loc.gov/authorities/subjects/sh85133171 Éducation non formelle. Sciences Étude et enseignement. Mathématiques Étude et enseignement. Technologie Étude et enseignement. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Mathematics Study and teaching fast Non-formal education fast Science Study and teaching fast Technology Study and teaching fast |
| topic_facet | Non-formal education. Science Study and teaching. Mathematics Study and teaching. Technology Study and teaching. Éducation non formelle. Sciences Étude et enseignement. Mathématiques Étude et enseignement. Technologie Étude et enseignement. EDUCATION Administration General. EDUCATION Organizations & Institutions. Mathematics Study and teaching Non-formal education Science Study and teaching Technology Study and teaching |
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