A few months ago I shared a research report called Formal, non-formal and informal learning: The case of literacy and language learning in Canada. Following that report, I began working with a geophysicist, Heather L. Ainsworth, who also had interest in learning contexts. We collaborated and together we researched, wrote and published a companion report that took the same concepts of formal, non-formal and informal learning and applied them to science and engineering. The result was this companion report, which we co-authored.
Formal, Non-formal and Informal Learning in the Sciences (July, 2010)
Formal abstract: This research report investigates the links between formal, non-formal and informal learning and the differences between them. In particular, the report aims to link these notions of learning to the field of sciences and engineering in Canada and the United States, including professional development of adults working in these fields. It offers practical, concrete examples as well as a conceptual framework for understanding formal, non-formal and informal learning. It offers examples of how all three types of learning are valued in the fields of science and engineering in both educational and professional contexts. It also discusses science literacy, what it is and how popular media is elevating science literacy in general. This is a companion report to “Formal, Non-formal and Informal Learning: The Case of Language Learning and Literacy in Canada” (February, 2010).
Full-text copies of this report may be downloaded from:
National Library of Canada Online Archives (Note: This link works in Explorer and Firefox.)
Formal, non-formal and informal learning: The case of literacy and language learning in Canada
Formal, non-formal and informal education: What Are the Differences?
Formal, Non-formal and Informal Learning: A podcast
Breathtaking Impact of Volunteers’ Contribution to Non-formal and Informal Literacy Education in Alberta
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