The Community's Contribution to Science Learning: Making It Count
Underpinning the title of this address are two assumptions. The first is that the community should contribute to science learning. To justify this assumption, I describe a little of what we know about the outcomes of learning science. The second assumption is that the potential community contributio...
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| Format: | Conference Paper |
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Australian Council for Educational Research
2006
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| Online Access: | http://research.acer.edu.au/cgi/viewcontent.cgi?article=1000&context=research_conference_2006 http://hdl.handle.net/20.500.11937/43851 |
| _version_ | 1848756827231092736 |
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| author | Rennie, Leonie |
| author2 | Carolyn Glascodine |
| author_facet | Carolyn Glascodine Rennie, Leonie |
| author_sort | Rennie, Leonie |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | Underpinning the title of this address are two assumptions. The first is that the community should contribute to science learning. To justify this assumption, I describe a little of what we know about the outcomes of learning science. The second assumption is that the potential community contribution needs some assistance to ‘make it count’. To explain this, I outline community-based opportunities for learning science, meld this with what we know about learning outside of school, and then use case studies to illustrate how we can make it count. |
| first_indexed | 2025-11-14T09:18:23Z |
| format | Conference Paper |
| id | curtin-20.500.11937-43851 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T09:18:23Z |
| publishDate | 2006 |
| publisher | Australian Council for Educational Research |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-438512023-02-27T07:34:29Z The Community's Contribution to Science Learning: Making It Count Rennie, Leonie Carolyn Glascodine Kerry-Anne Hoad Underpinning the title of this address are two assumptions. The first is that the community should contribute to science learning. To justify this assumption, I describe a little of what we know about the outcomes of learning science. The second assumption is that the potential community contribution needs some assistance to ‘make it count’. To explain this, I outline community-based opportunities for learning science, meld this with what we know about learning outside of school, and then use case studies to illustrate how we can make it count. 2006 Conference Paper http://hdl.handle.net/20.500.11937/43851 http://research.acer.edu.au/cgi/viewcontent.cgi?article=1000&context=research_conference_2006 Australian Council for Educational Research restricted |
| spellingShingle | Rennie, Leonie The Community's Contribution to Science Learning: Making It Count |
| title | The Community's Contribution to Science Learning: Making It Count |
| title_full | The Community's Contribution to Science Learning: Making It Count |
| title_fullStr | The Community's Contribution to Science Learning: Making It Count |
| title_full_unstemmed | The Community's Contribution to Science Learning: Making It Count |
| title_short | The Community's Contribution to Science Learning: Making It Count |
| title_sort | community's contribution to science learning: making it count |
| url | http://research.acer.edu.au/cgi/viewcontent.cgi?article=1000&context=research_conference_2006 http://hdl.handle.net/20.500.11937/43851 |