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Novel Approaches in Informal Learning Research
Thu, April 11, 12:40 to 2:10pm, Philadelphia Marriott Downtown, Floor: Level 4, Room 415Session Type: Paper Session
Abstract
In this paper session, researchers share a range of novel and innovative approaches in informal learning research, ranging from traditional didactic exhibits to open-ended maker experiences, mobile augmented reality, the use of home STEM activities for dual-language learners’ English language development, two-layer pathways for teacher engagement in informal learning, and the use of YouTube for information literacy education. This session will be of interest to the Informal Learning Environment Research (ILER) community as they inform research-informed approaches that support learning and engagement in various informal learning settings.
Sub Unit
Chair
Papers
Fostering an Observational Mindset for Outdoor Education With Digital Photo-Taking and Observational Records While Using Mobile Technologies - Heather Toomey Zimmerman, Pennsylvania State University; Susan M. Land, Pennsylvania State University; Lillyanna Faimon, Pennsylvania State University; Charles Keith, Pennsylvania State University; Yanping Xu, Pennsylvania State University
Uncovering Tensions in Families’ Science Center Experiences Using Cultural Historical Activity Theory - Susan M. Letourneau, New York Hall of Science; Franklin S. Aucapina, New York Hall of Science
What Sources Do Individuals Use to Validate Arguments in Vaccine Discourses Today? An Exploratory Study of YouTube Comments - Ju Hui Kang, University of Cincinnati; Eun-Young Ko, KAIST; Gi Woong Choi, Florida State University
The Effects of Home STEM Activities: Examining English Language Academic Outcomes of Dual-Language Kindergarteners - Jun Wang, The Ohio State University
Unveiling the Pathways to Informal Learning: A Mixed-Method Investigation Into Motivation and Attitudes of Teachers - Zicong Song, The University of Hong Kong; Fangzhou Jin, The University of Hong Kong; Chin-Hsi Lin, University of Hong Kong; Wai Ming Cheung, University of Hong Kong