Linking Formal and Non-Formal Learning in Science Education – A Reflection from Two Cases in Ireland and Germany

Detalhes bibliográficos
Autor(a) principal: Garner, Nicole
Data de Publicação: 2014
Outros Autores: Hayes, Sarah M., Eilks, Ingo
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://doi.org/10.25749/sis.4064
Resumo: This paper discusses two cases of linking formal and non-formal learning in science education. The cases concern science education in the Irish Transition Year, a facultative year between lower and upper secondary education, and a non-formal laboratory learning environment for lower and upper secondary school students in a German university. Both cases are described, compared and jointly reflected on non-formal education’s potential and limitations for supporting formal science learning.
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spelling Linking Formal and Non-Formal Learning in Science Education – A Reflection from Two Cases in Ireland and GermanyArticlesThis paper discusses two cases of linking formal and non-formal learning in science education. The cases concern science education in the Irish Transition Year, a facultative year between lower and upper secondary education, and a non-formal laboratory learning environment for lower and upper secondary school students in a German university. Both cases are described, compared and jointly reflected on non-formal education’s potential and limitations for supporting formal science learning.Instituto de Educação da Universidade de Lisboa (Lisboa, Portugal)2014-06-27T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttps://doi.org/10.25749/sis.4064eng2182-96402182-8474Garner, NicoleHayes, Sarah M.Eilks, Ingoinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2022-09-30T08:15:37Zoai:ojs.revistas.rcaap.pt:article/4064Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T15:58:49.444024Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Linking Formal and Non-Formal Learning in Science Education – A Reflection from Two Cases in Ireland and Germany
title Linking Formal and Non-Formal Learning in Science Education – A Reflection from Two Cases in Ireland and Germany
spellingShingle Linking Formal and Non-Formal Learning in Science Education – A Reflection from Two Cases in Ireland and Germany
Garner, Nicole
Articles
title_short Linking Formal and Non-Formal Learning in Science Education – A Reflection from Two Cases in Ireland and Germany
title_full Linking Formal and Non-Formal Learning in Science Education – A Reflection from Two Cases in Ireland and Germany
title_fullStr Linking Formal and Non-Formal Learning in Science Education – A Reflection from Two Cases in Ireland and Germany
title_full_unstemmed Linking Formal and Non-Formal Learning in Science Education – A Reflection from Two Cases in Ireland and Germany
title_sort Linking Formal and Non-Formal Learning in Science Education – A Reflection from Two Cases in Ireland and Germany
author Garner, Nicole
author_facet Garner, Nicole
Hayes, Sarah M.
Eilks, Ingo
author_role author
author2 Hayes, Sarah M.
Eilks, Ingo
author2_role author
author
dc.contributor.author.fl_str_mv Garner, Nicole
Hayes, Sarah M.
Eilks, Ingo
dc.subject.por.fl_str_mv Articles
topic Articles
description This paper discusses two cases of linking formal and non-formal learning in science education. The cases concern science education in the Irish Transition Year, a facultative year between lower and upper secondary education, and a non-formal laboratory learning environment for lower and upper secondary school students in a German university. Both cases are described, compared and jointly reflected on non-formal education’s potential and limitations for supporting formal science learning.
publishDate 2014
dc.date.none.fl_str_mv 2014-06-27T00:00:00Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://doi.org/10.25749/sis.4064
url https://doi.org/10.25749/sis.4064
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 2182-9640
2182-8474
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Instituto de Educação da Universidade de Lisboa (Lisboa, Portugal)
publisher.none.fl_str_mv Instituto de Educação da Universidade de Lisboa (Lisboa, Portugal)
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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