The roles of the formal and informal sectors in the provision of effective science education
For many years, formal school science education has been criticised by students, teachers, parents and employers throughout the world. This article presents an argument that a greater collaboration between the formal and the informal sector could address some of these criticisms. The causes for conc...
| Main Authors: | , , |
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| Format: | Journal Article |
| Published: |
University of Leeds
2010
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| Online Access: | http://hdl.handle.net/20.500.11937/46399 |
| _version_ | 1848757546397990912 |
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| author | Stocklmayer, S. Rennie, Leonie Gilbert, J. |
| author_facet | Stocklmayer, S. Rennie, Leonie Gilbert, J. |
| author_sort | Stocklmayer, S. |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | For many years, formal school science education has been criticised by students, teachers, parents and employers throughout the world. This article presents an argument that a greater collaboration between the formal and the informal sector could address some of these criticisms. The causes for concern about formal science education are summarised and the major approaches being taken to address them are outlined. The contributions that the informal sector currently makes to science education are identified. It is suggested that the provision of an effective science education entails an enhanced complementarity between the two sectors. Finally, there is a brief discussion of the collaboration and communication still needed if this is to be effective. |
| first_indexed | 2025-11-14T09:29:49Z |
| format | Journal Article |
| id | curtin-20.500.11937-46399 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T09:29:49Z |
| publishDate | 2010 |
| publisher | University of Leeds |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-463992017-09-13T13:39:36Z The roles of the formal and informal sectors in the provision of effective science education Stocklmayer, S. Rennie, Leonie Gilbert, J. informal education scientific literacy science curriculum community involvement attitudes to science For many years, formal school science education has been criticised by students, teachers, parents and employers throughout the world. This article presents an argument that a greater collaboration between the formal and the informal sector could address some of these criticisms. The causes for concern about formal science education are summarised and the major approaches being taken to address them are outlined. The contributions that the informal sector currently makes to science education are identified. It is suggested that the provision of an effective science education entails an enhanced complementarity between the two sectors. Finally, there is a brief discussion of the collaboration and communication still needed if this is to be effective. 2010 Journal Article http://hdl.handle.net/20.500.11937/46399 10.1080/03057260903562284 University of Leeds fulltext |
| spellingShingle | informal education scientific literacy science curriculum community involvement attitudes to science Stocklmayer, S. Rennie, Leonie Gilbert, J. The roles of the formal and informal sectors in the provision of effective science education |
| title | The roles of the formal and informal sectors in the provision of effective science education |
| title_full | The roles of the formal and informal sectors in the provision of effective science education |
| title_fullStr | The roles of the formal and informal sectors in the provision of effective science education |
| title_full_unstemmed | The roles of the formal and informal sectors in the provision of effective science education |
| title_short | The roles of the formal and informal sectors in the provision of effective science education |
| title_sort | roles of the formal and informal sectors in the provision of effective science education |
| topic | informal education scientific literacy science curriculum community involvement attitudes to science |
| url | http://hdl.handle.net/20.500.11937/46399 |