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Today, the (U.S.) National Research Council (NRC) released its highly-anticipated report Learning Science in Informal Environments: Places, People, and Pursuits. According to the NRC, "tens of millions of Americans, young and old, choose to learn about science in informal ways - by visiting museums and aquariums, attending after-school programs, pursuing personal hobbies, and watching TV documentaries, for example. There is abundant evidence that these programs and settings, and even everyday experiences such as a walk in the park, contribute to people's knowledge and interest in science."

Philip Bell, co-chair of the committee that wrote the report and associate professor of learning sciences at the University of Washington, Seattle stated that "Learning is broader than schooling, and informal science environments and experiences play a crucial role. These experiences can kick-start and sustain long-term interests that involve sophisticated learning. Think of the child who sees dinosaur skeletons for the first time on a family trip to a natural history museum, and then goes on to buy dinosaur models and books, do Web searches about dinosaurs, write school reports on the subject, and on and on."

In addition to finding that informal learning experiences can significantly improve outcomes for individuals from groups that are historically underrepresented in science, the report notes that there is strong evidence that educational television can help people learn about science. The report also points to evidence that participation in informal science learning (like volunteering in the collection of scientific data) can promote informed civic engagement on science-related issues such as local environmental concerns.

The report outlines six "strands" of science learning that can happen in informal settings, and these strands could help refine evaluations of how well people are learning in these environments. For example, learners can experience excitement and motivation to learn about phenomena in the natural and physical world. They can come to understand and use concepts and facts related to science. They can learn how scientists actually conduct their work using specialized tools and equipment. And they can develop an identity as someone who knows about, uses, and sometimes contributes to science.

Recommendations in the report include those directed towards exhibit creators (exhibits should be interactive, designed with specific learning goals in mind, provide multiple ways for learners to engage with concepts within a single setting, and prompt visitors to interpret what they have learned in light of their prior experiences and interests); front line staff (drawing on learners' experience and knowledge by using everyday language, referring to common cultural experiences, and using familiar tools is important); and the field as a whole (more professional development and a common knowledge base among scholars and educators).

For an overview of the report, which was sponsored by the National Science Foundation, and a link to read it in its entirety, please visit: http://www8.nationalacademies.org/onpinews/newsitem.aspx?RecordID=12190

To access the commissioned papers which informed this report, please visit http://www7.nationalacademies.org/bose/Learning_Science_in_Informal_Environments_Commissioned_Papers.html