Supporting Self-Directed Learning in Science and Technology Beyond the School Years: (Teaching and Learning in Science Series)

While much has been written about science education from pre-K through to postgraduate study, interaction with science and technology does not stop when schooling ends. Moving beyond scholarship on conventional education, this book extends the research and provides an original in-depth look at adult and lifelong learning in science and technology. By identifying the knowledge and skills that individuals need to engage in self-directed learning, the book highlights how educators can best support adult learners beyond the years of formal schooling. Through case studies and empirical analysis, the authors offer a research-based exploration of adults’ self-directed learning and provide tools to support adults’ learning experiences in a wide range of environments while being inclusive of all educational backgrounds.

Table of Contents:
Acknowledgements Preface Abstract Reference Chapter 1: What Are Science and Technology? Abstract The importance of science and technology Scientific literacy and the public understanding of science Finding a meaning for scientific literacy What does it mean to be literate in science and technology? Where does STEM fit? What science and technology do people need to know? Where can adults learn about science and technology and how can we help them? References Chapter 2: How Do Adults Learn Science and Technology? Abstract To what extent do adults learn science and technology? Models of learning Models underlying a classical view of pedagogy Constructivism Andragogy Heutagogy The main elements of the self-directed learning of science and technology Theories of motivation and self-determination Individual engagement with science and technology References Chapter 3: Learning to Deal with Medical Issues Abstract Seeking solutions to health problems Ana’s story: First pregnancy Penny’s story: An "invisible disability" Mary’s story: A lifelong challenge Commentary on the three case stories References Chapter 4: Pursuing Personal Interests – Learning through Hobbies Abstract Pursuing a life-long hobby Richard’s Story: Building a Logie Baird televisor Michael’s Story: Creating Complex Jewellery Pursuing Environmental Interests Tina’s Story: Surprise encounter with a bumblebee Paulette’s Story: Opaque Aquifers and Other Matters Commentary on the four case stories References Chapter 5: Learning to Help Others Abstract Helping children Paul’s story: pop-up dinosaurs Liz’s story: Science for Mothers The explainers Tiki’s story: Interpreting plants Kristen’s story: In the galleries Warren’s story: A science of place Commentary on the five case stories References Chapter 6: Learning for Work Abstract Learning in and for the workplace Hugh’s story: An experience of life-long learning Ketan’s story: Understanding controversy Keith’s story: Life is a garden Commentary on the three case stories References Chapter 7: Learning Through a Diversity of Approaches: The Case of the Moon Diary Abstract Introduction The influence of learning styles and multiple intelligences Free pathways and motivation The Moon Diary assignment Initial responses: from confusion to elation Choosing the theme Reflections References Chapter 8: Resources for Self-Directed Learning Abstract How self-directed learners use resources Media resources Printed resources Electronic mass media The Internet and social media Quality of information portrayed by mass media People as resources – experts, friends, peers and colleagues Experts in the field Friends, peers, and colleagues Course-taking and teachers Internet e-learning platforms Self-directed learning at education institutions Personal resources References Chapter 9: Learning from New Media Abstract Characteristics of new media Learning via the Internet: The digital divide Motivation to search the Internet Checking facts Focused searching Exploration and discovery Learning about science through new media: Social networks Hazards of new media Judging a credible source Helping people to learn from the Internet References Chapter 10: Supporting Self-directed Learning in Science and Technology Abstract Introduction Essential skills for effective self-directed learning Prerequisite personal resources for self-directed learners Motivation toward the chosen task Active engagement in learning Self-efficacy as a learner Partnerships for learning Mentoring relationships Varieties of mentorship Learning relationships in our case stories Learning relationships and online media How to support self-directed learners Likely supporters of self-directed learners Educators providing formal learning experiences Specialists and community liaison people Staff in the educational sections of cultural organisations Effective communication References Chapter 11: Advancing the Cause of Adult Literacy in Science and Technology Abstract Science in the school curriculum Dealing with science and technology in everyday life Technology in the school curriculum The curricular relevance of STEM and STEAM The relevance of an integrated curriculum Developing literacy in science and technology Increasing "Science Capital" Providing knowledge and skills to facilitate universal scientific literacy Achieving the goals of lifelong learning in science and technology References