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Informal learning environments play a critical role in science, technology, engineering, and mathematics learning across the lifespan and are consequential in informing public understanding and engagement. This can be difficult to accomplish in life science where expertise thresholds and logistics involved with handling biological materials can restrict access. Community laboratories are informal learning environments that provide access to the resources necessary to carry out pursuits using enabling biotechnologies. We investigate a group of these spaces in order to ascertain how this occurs—with specific attention to how material and intellectual resources are structured and shape learning. Using surveys and focus group interviews, we explore a group of these spaces located in the United States. We found that the spaces examined offer learning activities that are sufficiently scaffolded and flexible as to promote personalized and community-driven practice. We discuss these findings in relation to informal learning environment design and learning.
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Continuity in Disparate Spaces: Opportunities to Learn with Your Full Self in Mathematics Classrooms
This paper explores the mathematical participation of one kindergarten student,Quentin, across two differing settings: whole-group instruction versus small-group play centers.Leveraging Gee9s (2000) definition of identity as an act of recognition, we examine howQuentin9s bids for social interaction were more or less recognized by his peers across thesevarying contexts. We highlight the potential role of play in facilitating a space for Quentin9sways of being to be taken up as part of, rather than separate from, mathematics.
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- Award ID(s):
- 2101356
- PAR ID:
- 10624987
- Publisher / Repository:
- International Society of the Learning Sciences
- Date Published:
- Page Range / eLocation ID:
- 404 to 412
- Format(s):
- Medium: X
- Location:
- Helsinki, Finland
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript
- Conference Paper:
- https://doi.org/10.22318/icls2025.485037
