Skip to main content
SpringerLink
Log in

Lifelong Science Learning for Adults: The Role of Free-Choice Experiences

  • Chapter
  • First Online:
Second International Handbook of Science Education

Part of the book series: Springer International Handbooks of Education ((SIHE,volume 24))

Abstract

Science learning is increasingly a lifelong, self-directed process, dominated by out-of-school, free-choice learning experiences. This chapter discusses the scope and scale of that learning across a range of informal contexts – museums, zoos and aquariums; broadcast media such as television and radio; hobby groups; electronic media such as social networks, games, podcasts and the Internet. As the where, when and with whom of science learning continue to change so too must the strategies for measuring and studying the public’s engagement with science. Suggestions for new approaches are offered.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 429.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 549.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 549.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Adelman, L., Dierking, L. D., & Adams, M. (2000). Phase II: Summative evaluation final report, years 3 & 4, girls at the center, The Franklin Science Museum & Girl Scouts of the U.S.A. (Technical report). Annapolis, MD: Institute for Learning Innovation.

    Google Scholar 

  • Azevedo, F. S. (2006). Serious play: A comparative study of engagement and learning in hobby practices. Unpublished dissertation. University of California, Berkeley.

    Google Scholar 

  • Bauer, M. W., Allum, N., & Miller, S. (2007). What can we learn from 25 years of PUS survey research. Public Understanding of Science, 16, 79–95.

    Article  Google Scholar 

  • Bonney, R., Ballard, H., Jordan, R., McCallie, E., Phillips, T., Shirk, J., & Wilderman, C. C. (2009). Public participation in scientific research: Defining the field and assessing its potential for informal science education (A CAISE Inquiry Group Report). Washington, DC: Center for Advancement of Informal Science Education (CAISE).

    Google Scholar 

  • Berendsen, M. (2003). Conceptual astronomy knowledge among amateur astronomers: Implications for outreach training. Unpublished masters thesis, University of Western Sydney, Sydney.

    Google Scholar 

  • Brown, B. A., Reveles, J. M. and Kelly, G. J. (2005). Scientific literacy and discursive identity: A theoretical framework for understanding science learning, Science Education, 89, 779–802.

    Google Scholar 

  • Bryce Heath, S. (1996). Ruling places: Adaptation in ruling places by inner-city youth. In R. Jessor, J. Colby & R. Shweder (Eds.), Ethnography and human development: Context and meaning in social inquiry (pp. 225–252). Chicago, IL: University of Chicago Press.

    Google Scholar 

  • Caillot, M., & Nguyen-Xuan, A. (1995). Adults’ understanding of electricity. Public Understanding of Science, 4, 131–152.

    Article  Google Scholar 

  • Dede, C. (2005). Planning for neomillennial learning styles. EDUCAUSE Quarterly, 28(1), 7–13.

    Google Scholar 

  • Dierking, L. D., Cohen Jones, M., Wadman, M., Falk, J. H., Storksdieck, M., & Ellenbogen, K. (2002). Broadening our notions of the impact of free-choice learning experiences. Informal Learning Review, 55(1), 4–7.

    Google Scholar 

  • Dierking, L. D., & McCreedy, D. (2008, April). The impact of free-choice STEM experiences on girls’ interest, engagement, and participation in science communities, hobbies and careers: Results of phase 1. Presentation at the annual meeting of the National Association of Research in Science Teaching, Baltimore, MD.

    Google Scholar 

  • Dierking, L. D., & Richter, J. (1995). Project ASTRO: Astronomers and teachers as partners. Science Scope, 18(6), 5–9.

    Google Scholar 

  • Dierking, L. D., Storksdieck, M., Foutz, S., & Haley Goldman, K. (2003). Families exploring science together (Summative evaluation report, unpublished technical report). Annapolis, MD: Institute for Learning Innovation.

    Google Scholar 

  • Doering, Z. D., & Bickford, A. (1994). Visits and visitors to the Smithsonian Institution: A summary of studies (Institutional Studies Report No. 94-1). Washington, DC: Smithsonian Institution.

    Google Scholar 

  • Ellenbogen, K., Luke, J., & Dierking, L. (2004). Family learning research in museums: An emerging disciplinary matrix? In L. D. Dierking, K. M. Ellenbogen, & J. H. Falk, (Eds.), In principle, in practice: Perspectives on a decade of museum learning research (1994–2004), Supplemental Issue. Science Education. 88, 48–58.

    Google Scholar 

  • Falk, J. H., & Adelman, L. M. (2003). Investigating the impact of prior knowledge, experience and interest on aquarium visitor learning. Journal of Research in Science Teaching, 40, 163–176.

    Article  Google Scholar 

  • Falk, J. H., Brooks, P., & Amin, R. (2001). Investigating the long-term impact of a science center on its community: The California Science Center L.A.S.E.R. Project. In J. Falk (Ed.), Free-choice science education: How we learn science outside of school (pp. 115–132). New York: Teacher’s College Press.

    Google Scholar 

  • Falk, J. H., & Dierking, L. D. (2000). Learning from museums: Visitor experiences and the making of meaning. Walnut Creek, CA: AltaMira Press.

    Google Scholar 

  • Falk, J. H., & Dierking, L. D. (2002). Lessons without limit: How free-choice learning is transforming education. Lanham, MD: AltaMira Press.

    Google Scholar 

  • Falk, J. H., Heimlich, J., & Bronnenkant, K. (2008). Using identity-related visit motivations as a tool for understanding adult zoo and aquarium visitor’s meaning making. Curator, 51, 55–80.

    Article  Google Scholar 

  • Falk, J. H., Randol, S., & Dierking, L.D. (2008). The informal science education landscape: A preliminary investigation. Washington, DC: Center for the Advancement of Informal Science Education. http://insci.org/docs/2008_CAISE_Landscape_Study_Report.pdf

    Google Scholar 

  • Falk, J. H., Scott, C., Dierking, L. D., Rennie, L. J. & Cohen Jones, M. (2004). Interactives and visitor learning. Curator, 47, 171–198.

    Article  Google Scholar 

  • Falk, J. H., & Storksdieck, M. (2005). Using the contextual model of learning to understand visitor learning from a science center exhibition. Science Education, 89, 744–778.

    Article  Google Scholar 

  • Falk, J. H., Storksdieck, M., & Dierking, L. D. (2007). Investigating public science interest and understanding: Evidence for the importance of free-choice learning. Public Understanding of Science, 16, 455–469.

    Article  Google Scholar 

  • Feinberg, J., & Leinhardt, G. (2002). Looking through the glass: Reflections of identity in conversations at a history museum. In G. Leinhardt, K. Crowley, & K. Knutson (Eds.), Learning conversations in museums (pp. 167–212). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Flynn, K. E., Smith, M. A., & Freese, J. (2006). When do older adults turn to the Internet for health information? Findings from the Wisconsin Longitudinal Study. Journal of General Internal Medicine, 21, 1295–1301.

    Article  Google Scholar 

  • Foot, D. K., & Stoffman, D. (1996). Boom, bust & echo: How to profit from the coming demographic shift. Toronto: Macfarlane, Walter & Ross.

    Google Scholar 

  • Garibay, C., Gilmartin J., & Schaefer, J. (2003). Park voyagers: Building bridges among museums, communities, and families. Current Trends in Audience Research and Evaluation, 16, 3–7.

    Google Scholar 

  • Gaziano, E., & Gaziano, C. (1999). Social control, social change, and the knowledge gap hypothesis. In D. Demers & K. Viswanath (Eds.), Mass media, social control, and social change: a macrosocial perspective (pp. 117–136). Ames, IA: Iowa State University Press.

    Google Scholar 

  • Groff, A., Lockhart, D., Ogden, J., & Dierking, L. D. (2005). An exploratory investigation of the effect of working in an environmentally-themed facility on the conservation-related knowledge, attitudes and behavior of staff. Environmental Education Research, 11, 371–387.

    Article  Google Scholar 

  • Haley Goldman, K., & Dierking, L. D. (2005). Setting a course for research in the virtual science center. In W. H. Tan & R. Subramaniam (Eds.), E-learning and the virtual science center. Hershey, PA: Idea Press.

    Google Scholar 

  • Irwin, A. & Wynne, B. (1996). Misunderstanding science? The public reconstruction of science and technology. Cambridge, UK: Cambridge University Press.

    Book  Google Scholar 

  • Jenkins, E. W. (1999). School science, citizenship and the public understanding of science. International Journal of Science Education, 21, 703–710.

    Article  Google Scholar 

  • Knapp, M. S. (1997). Between systemic reforms and the mathematics and science classroom: The dynamics of innovation, implementation and professional learning. Review of Educational Research, 67, 227–266.

    Google Scholar 

  • Krugman, P. (1996, October 20). The aging of America. N.Y. Times Book Review. New York: New York Times Syndicate.

    Google Scholar 

  • Layton, D, Jenkins, E. W., MacGill, S., & Davey, A. (1993) Inarticulate science? Perspectives on the public understanding of science and some implications for science education. Driffield, UK: Studies in Education.

    Google Scholar 

  • Leinhardt, G., Crowley, K., & Knutson, K. (Eds.). (2002). Learning conversations in museums. Mahwah, NJ: Erlbaum.

    Google Scholar 

  • Livingstone, D. W. (1999). Exploring the icebergs of adult learning: Findings of the first Canadian survey of informal learning practices. Canadian Journal for the Study of Adult Education, 13(2), 49–72.

    Google Scholar 

  • Luke, J. J., Stein, J., Kessler, C., & Dierking, L. D. (2007). Making a difference in the lives of youth: Mapping success with the “Six Cs”. Curator, 50, 417–434.

    Article  Google Scholar 

  • MacFadden, B. J., Dunckel, B. A., Ellis, S., Dierking, L. D., Abraham-Silver, L, Kisiel, J., & Koke, J. (2007). Natural history museum visitors’ understanding of evolution. Bioscience, 57, 875–882.

    Article  Google Scholar 

  • McManus, P. (1987). It’s the company you keep…The social determination of learning-related behavior in a science museum. International Journal of Museum Management and Curatorship, 53, 43–50.

    Google Scholar 

  • Miller, J. (2001). The acquisition and retention of scientific information by American adults. In J. Falk (Ed.), Free choice science education: How people learn science outside of school (pp. 134–158). New York: Teachers College Press.

    Google Scholar 

  • Moy, P., McCluskey, M. R., McCoy, K., & Spratt, M. (2004). Political correlates of local news media use. Journal of Communication, 54, 532–546.

    Article  Google Scholar 

  • National Science Board. (2008). Science and engineering indicators. Arlington, VA: National Science Foundation.

    Google Scholar 

  • Nisbet, M. C., & Lewenstein, B. V. (2002). Biotechnology and the American media: The policy process and the elite press, 1970 to 1999. Science Communication, 23, 359–391.

    Article  Google Scholar 

  • Nisbet, M. C., & Mooney, C. (2007). Framing science. Science, 216, 56.

    Article  Google Scholar 

  • Nitz, M. (1999). The media as a tool for communication on the environment and sustainability. Paper presented at the Millennium Conference on Environmental Education and Communication. From http://www.projekte.org/millennium/.

    Google Scholar 

  • Perse, E. (2001). Media effects and society. Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Pew. (2006). The Internet as a resource for news and information about science (Technical report). http://www.pewinternet.org/report_display.asp?r=191. Retrieved on March 23, 2009.

  • Rockman, S., Bass, K., & Borse, J. (2007). Media-based learning science in informal environments (Unpublished commissioned paper). San Francisco, CA: Rockman Associates.

    Google Scholar 

  • Roschelle, J. (1995). Learning in interactive environments: Prior knowledge and new experience. In J. Falk & L. Dierking (Eds.), Public institutions for personal learning (pp. 37–51). Washington, DC: American Association of Museums.

    Google Scholar 

  • Rosenthal, E., & Blankman-Hetrick, J. (2002). Conversations across time: Family learning in a living history museum. In G. Leinhardt, K. Crowley, & K. Knutson (Eds.), Learning conversations in museums (pp. 305–329). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Roth, W. -M., & Calabrese Barton, A. (2004). Rethinking scientific literacy. New York: Routledge Falmer.

    Book  Google Scholar 

  • Sachatello-Sawyer, B., Fellenz, R., Burton, H., Gittings-Carlson, L., Lewis-Mahony, J., & Woolbaugh, W. (2002). Adult museum programs: Designing meaningful experiences. Walnut Creek, CA: AltaMira Press.

    Google Scholar 

  • Scheufele, D. A., & Tewksbury, D. (2007). Framing, agenda setting, and priming: The evolution of three media effects models. Journal of Communication, 57, 9–20.

    Google Scholar 

  • Schibeci, R. A. (1990). Public knowledge and perceptions of science and technology. Bulletin of the Science and Technology Society, 10, 86–92.

    Article  Google Scholar 

  • Shanahan, J., & McComas, K. (1997). Television’s portrayal of the environment: 1991–1995. Journalism & Mass Communication Quarterly, 74(1), 147–159.

    Google Scholar 

  • Silverman, L. H. (1990). Of us and other “things”: The content and function of talk by adult visitor pairs in an art and history museum. Unpublished doctoral dissertation, University of Pennsylvania, Philadelphia.

    Google Scholar 

  • Sosniak, L. (2001). The 9% challenge: Education in school and society. www.TCRecord.org. Retrieved on February 1, 2002.

    Google Scholar 

  • St. John, M., & Perry, D. (1994). A framework for evaluation and research: Science, infrastructure and relationships. In S. Bicknell & G. Farmelo (Eds.), Museum visitor studies in the 90s (pp. 59–66). London, UK: Science Museum.

    Google Scholar 

  • UNESCO. (1997). Final report, fifth international conference on adult education, 14–18 July 1997. Paris: UNESCO.

    Google Scholar 

  • U.S. Department of Commerce. (1996). Population projections of the U.S. by age, sex, race and Hispanic origin: 1995 to 2050. Washington, DC: U.S. Government Printing Office.

    Google Scholar 

  • Visser, J. (1999). Learning together in an environment of shared resources: Challenges on the horizon of the year 2020. Paris: UNESCO. www.unesco.org/education/educprog/lwf/dl/learning2020.pdf.

    Google Scholar 

  • Wagner, W. (2007). Vernacular science knowledge: Its role in everyday life communication. Public Understanding of Science, 16, 7–22.

    Article  Google Scholar 

  • Whittle, C. H. (2003). On learning science and pseudoscience from prime-time television programming. Unpublished doctoral dissertation, Arizona State University, Phoenix.

    Google Scholar 

  • Wynne, B. (1996). Misunderstood misunderstandings; social identities and public understanding of science. In A. Irwin & B. Wynne (Eds.), Misunderstanding science? The public reconstruction of science and technology (pp. 19–46). Cambridge, UK: Cambridge University Press.

    Chapter  Google Scholar 

  • Yelland, N., & Lloyd, M. (2001). Virtual kids of the 21st century: Understanding the children in schools today. Information Technology in Childhood Education Annual, 12, 175–192.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Science and Mathematics Education Department, College of Science, Oregon State University, Corvallis, OR, USA

    John H. Falk & Lynn D. Dierking

Authors
  1. John H. Falk
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Lynn D. Dierking
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to John H. Falk .

Editor information

Editors and Affiliations

  1. Science & Mathematics Education Centre, Curtin University of Technology, Perth, West Australia, Australia

    Barry J. Fraser

  2. The Graduate Centre, City University of New York, New York, 10016-4309, New York, USA

    Kenneth Tobin

  3. Ctr. Mathematics & Science Education, Queensland University of Technology, Victoria Park Rd., Kelvin Grove, 4059, Queensland, Australia

    Campbell J. McRobbie

Rights and permissions

Reprints and permissions

Copyright information

© 2012 Springer Science+Business Media B.V.

About this chapter

Cite this chapter

Falk, J.H., Dierking, L.D. (2012). Lifelong Science Learning for Adults: The Role of Free-Choice Experiences. In: Fraser, B., Tobin, K., McRobbie, C. (eds) Second International Handbook of Science Education. Springer International Handbooks of Education, vol 24. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9041-7_70

Download citation

Publish with us

Policies and ethics

Search

Navigation