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Clapham, A. 
ORCID: 0000-0001-5066-134X,
2016.
Enacting informal science learning: exploring the battle for informal learning.
British Journal of Educational Studies, 64 (4), pp. 485-501.
ISSN 0007-1005
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Abstract
Informal Science Learning (ISL) is a policy narrative of interest in the UK and abroad. This paper explores how a group of English secondary school science teachers, enacted ISL science clubs through employing the Periodic Table of Videos (PTOV). It examines how these teachers ‘battled’ to enact ISL policy in performative (Lyotard, 1979) conditions at the micro-scale, and how this battle reflected macro-scale epistemological and political considerations. Data from the study suggests that for some, ISL was low-stakes as it was seen to have negligible impact upon performance data. As a result, there was some resistance toward enacting ISL and conflict between the formal and informal curriculum processes. Nonetheless, analysis indicates that the informants highly valued ISL despite the requirement for them to justify it over more formal and ‘effective’ approaches to learning science.
| Item Type: | Journal article | ||||
|---|---|---|---|---|---|
| Publication Title: | British Journal of Educational Studies | ||||
| Creators: | Clapham, A. | ||||
| Publisher: | Taylor & Francis | ||||
| Date: | December 2016 | ||||
| Volume: | 64 | ||||
| Number: | 4 | ||||
| ISSN: | 0007-1005 | ||||
| Identifiers: |
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| Divisions: | Schools > School of Education | ||||
| Record created by: | Linda Sullivan | ||||
| Date Added: | 26 May 2016 13:32 | ||||
| Last Modified: | 21 Nov 2017 03:00 | ||||
| URI: | https://irep.ntu.ac.uk/id/eprint/27896 |
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