Research Focus

For this pilot phase of CRYSTAL Atlantique, we will focus on one aspect of the educational infrastructure of Atlantic Canada's informal learning. Informal learning takes place in contexts outside the formal structure of the classroom or university and includes a range of learning opportunities from clubs and organizations to museums and science centres as well as individual learning through everyday experience. We want to know: What are the expectations of informal learning contexts on a person's understanding, attitudes, or interest toward science and mathematics? What role does and/or should they play in the educational process? We are interested in informal learning contexts from two perspectives, contexts provided to learners and those available to teachers. There are a wide range of informal learning contexts for students. Recognizing the importance of informal learning among teachers is more recent and referred to as grassroots professional development or teacher initiated/directed change in the literature.

Crystal Atlantique will result in research-based models of effective, informal learning contexts for K-12 students that complement school-based science/mathematics programs, including models for rural, Francophone, and First Nations school communities. The research will provide insights into factors that inhibit science interest, positive attitudes, and achievement. It will also provide a model of professional development and insights into grassroots approaches to professional development. There will be more interaction with scientists and experts in the community, businesses, colleges, and universities with teachers and learners. The research design maximizes knowledge transfer throughout the study with an initial 24 schools and 150 to 200 teachers, growing to over 75 schools and over a thousand teachers.

Subsections

• Management structure
• Research Focus
• Theme
• Working Groups