Table of Contents -- Preface -- Acknowledgments -- References -- An NSTA Position Statement on Informal Science Education -- Preamble -- Declaration: -- References -- Main Authors of Informal Science Position Statement -- Introduction -- The Symbiosis of Formal and Informal Education -- People Learn Best When They Can Build on What They Almost Know Already. -- The Challenge of an Integrated System -- A New Teacher-Training Model -- Section I The Role of Informal Science Education in Learning -- People Do Not Learn Things in One Moment in Time, But Over Time. -- Personal Context -- Sociocultural Context -- Physical Context -- References -- Section II-1 National Parks- Exciting Venues for Teaching and Learning Science -- The Power of Place -- National Parks-Long Recognized as Resources for Learning -- Parks as Classrooms® -- Parks and Science Education Reform -- Park Experiences Promote Learning- What Research Tells Us -- Parks and the Future -- References -- Section II-2 Informal Science Education: A Continuous Part of the Girl Scout Program -- References -- Section II-3 The Power of Television in Informal Education -- CTW Television Series -- Some Rules for Production -- Educational Impact -- 3-2-1 Contact. -- Square One TV. -- Conclusion -- References -- Section II-4 The Science Connections in African-American Churches -- What We Have Learned -- References -- Section II-5 My Changing View of Field Trips -- References -- Section II-6 Science Education in Boys & Girls Clubs -- References -- Section II-7 4-H-Science from Practical Education -- Cooperative Extension Mission -- 4-H Setting As Appropriate for Sciencing -- Research As a Foundation for 4-H Science Education Resources -- Research Supporting Work with Targeted Audiences -- References -- Section II-8 HOSO: Play, Practice, Parents, and Time -- References.

Section II-9 The Educator's Species -- Connecting Conservation and Science Education at Accredited Aquariums and Zoos -- The Educator's Species and the American Zoo and Aquarium Association -- Schools and Museums: Complementary Learning Environments -- An Additional Distinction- The Importance of Accreditation -- Can Aquariums and Zoos Help? -- Models of Partnership Excellence -- References -- Section II-10 The Use of Research and Evaluation in Science Museums and Science Centers -- General Audiences -- Families-Intergenerational Learning -- Youth-Involving Underrepresented Youth with Science -- Teachers and the Schools -- Resources -- WEB sites -- References -- Section II-11 Ecology Foundations: Environmental Education in the Field -- What Research Supports Our Setting As One Appropriate to Science Education? -- How Did/Do We Use Research to Plan Our Activities for Learning? -- References -- Section III Evaluation: Parks Project Sample -- How Do We Assess the Informal Education Component? -- What Is Program Evaluation? -- Who Should Do Evaluation? -- A Stakeholder-Based Evaluation in Action -- The Stakeholder-Based Approach -- A Local Example -- In Summary -- References -- Section IV At the Table- A Classroom Teacher and Informal Educator -- What does informal science education mean to you? -- What gives informal science education its power? -- How do Standards and informal science education fit? -- How do assessments and informal science education work together? -- What are some systemic challenges to using informal science education? -- What are some other challenges to the formal/ informal mix? -- What opportunities do you see for collaboration? -- Section V Who We Are- Informal Science Educators -- Elaine Andrews -- Bruce L. Carr -- Peggy Cole -- Lynn D. Dierking -- John H. Falk -- Shalom Fisch -- Yolanda George -- Joe Heimlich -- Phyllis Katz.

Harriet Mosatche -- Emmalou Norland -- Anita O'Neill -- Celeste Prussia -- Joel Schneider -- Tom Smart -- George Tressel -- Julia Washburn -- Vanessa Westbrook -- Web Resources -- 4-H -- AAAS -- AABGA: American Association of Botanical Gardens and Arboreta -- AAM: American Association of Museums -- AZA: American Zoo and Aquarium Association -- ASTC: Association of Science-Technology Centers, Incorporated -- Boys & Girls Clubs of America -- DiscoverySchool.com -- Exploratorium -- Girl Scouts of the U.S.A. -- Hands On Science Outreach -- IMLS: Institute of Museum and Library Services -- Institute for Learning Innovation -- Missouri Botanical Garden -- National Park Service -- New York Hall of Science -- Sesame Workshop -- Texas SSI's Informal Science Education Association -- The Why Files -- University of Wisconsin-Extension -- Appendix -- About Parks As Resources for Knowledge in Science (PARKS) -- PARKS Program Description -- PARKS Goals:.