.png){kind=icon}
Return
Informal learning
.png){kind=icon}
PRE
AI
DOI：10.1002/wcs.143.png)
.png){kind=icon}
Original request for help.png){kind=icon}
Share.png){kind=icon}
Save
Abstract
En 中文
We consider research and theory relevant to the notion of informal learning. Beginning with historical and definitional issues, we argue that learning happens not just in schools or in school-aged children. Many theorists have contrasted informal learning with formal learning. Moving beyond this dichotomy, and away from a focus on where learning occurs, we discuss five dimensions of informal learning that are drawn from the literature: (1) non-didactive, (2) highly socially collaborative, (3) embedded inmeaningful activity, (4) initiated by learner's interest or choice, and (5) removed from external assessment. We consider these dimensions in the context of four sample domains: learning a first language, learning about the mind and emotions within families and communities, learning about science in family conversations and museum settings, and workplace learning. Finally, we conclude by considering convergences and divergences across the different literatures and suggesting areas for future research. (C) 2011 JohnWiley & Sons, Ltd. WIREs Cogn Sci 2011 2 646-655 DOI: 10.1002/wcs.143
Keywords:
SCIENCE
MIND
CONVERSATIONS
EXPLANATIONS
CHILDREN
THINKING
PARENT
TALK
KNOWLEDGE
AMERICAN
Journal
W
IF:
3.8
Papers:
613
Citations:
2.8K
Organization
View more organizations
Cited Papers
ShareSaveShareSaveShareSaveShareSaveEffects of salt stress on seed germination and respiratory metabolism in different Flueggea suffruticosa genotypes.png)
PeerJ
OAAI
PeerJIF0
OAAIShareSaveShareSave
YOUNG CHILDRENS UNDERSTANDING OF OTHER PEOPLES FEELINGS AND BELIEFS - INDIVIDUAL-DIFFERENCES AND THEIR ANTECEDENTSCHILD DEVELOPMENT
CHILD DEVELOPMENTIF3.8
PREAI
ShareSaveShareSaveShareSave View more