Integrating informal learning in college general chemistry courses

Abstract

Informal learning (IL) venues such as museums, zoos, scouting, national parks, and community activities are increasingly recognized for their important role in enhancing the public understanding of science. Many benefits to students who participate in rich informal learning experiences are reported in the literature, including improvements in scientific reasoning skills, percentages of students enrolling in science, technology, engineering, and math (STEM) majors, and completion of college degrees. The research reported herein analyzes potential benefits of including informal learning experiences in college general chemistry courses, using the School Museum Learning Framework to structure the informal learning experiences. Assessment of outcomes of the informal learning activities are scaffolded upon the U.S. National Research Council's Strands of Informal Learning. Gains in science learning as they related to formal chemistry course content were quantified using pre- and post-assessment measures. Additional outcomes quantifying student motivation were evaluated using the Science Motivation Questionnaire. Results show improvement in some course-related outcomes as well as affective expressions of motivation by students who participated in informal learning experiences.