and society. The evidence base that describes informal science, its promise, and effects is informed by a range of disciplines and perspectives, including field-based research, visitor studies, and psychological and anthropological studies of learning. Learning Science in Informal Environments draws together disparate literatures, synthesizes the state of knowledge, and articulates a common framework for the next generation of research on learning science in informal environments across a life span. Contributors include recognized experts in a range of disciplines--research and evaluation, exhibit designers, program developers, and educators. They also have experience in a range of settings--museums, after-school programs, science and technology centers, media enterprises, aquariums, zoos, state parks, and botanical gardens. Learning Science in Informal Environments is an invaluable guide for program and exhibit designers, evaluators, staff of science-rich informal learning institutions and community-based organizations, scientists interested in educational outreach, federal science agency education staff, and K-12 science educators. Table of ContentsFront MatterSummaryPart I: Learning Science in Informal Environments1 Introduction2 Theoretical Perspectives3 AssessmentPart II: Venues and Configurations4 Everyday Settings and Family Activities5 Science Learning in Designed Settings6 Programs for Young and OldPart III: Cross-Cutting Features7 Diversity and Equity8 MediaPart IV: Conclusions, Recommendations, and Future Directions9 Conclusions and RecommendationsAppendix A: Biographical Sketches of Committee Members and StaffAppendix B: Some Technical Considerations in AssessmentIndex

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