Enacting informal science learning: exploring the battle for informal learning

Clapham, A ORCID: https://orcid.org/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

Preview

Text PubSub5451_Clapham.pdf - Post-print Download (187kB) | Preview

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:	Number Type 10.1080/00071005.2016.1179716 DOI
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

Actions (login required)

Edit View

Statistics

Views

Downloads