Braund and Reiss’ article titled, “Towards a More authentic Science Curriculum: The Contribution of Out-of-Schooling Learning,” sought to give evidence to why informal science education can help scaffold science education. Pairing school learning with experiences outside of school creates validity in student’s science education. The authors wished for students to create a positive relationship with their science education, possibly through outside experiences, so that their will for learning is greater than their will for schooling.
Quinn and Bell’s article titled, “How Designing, Making and Playing Relate to the Learning Goals of K-12 Science Education,” described that students should engage in work, influence outcomes and contribute ideas to flourish their science education. The authors seek to influence student participation in group problem-solving, investigation, explanation and argumentation. Also, the authors reference, “A Framework,” throughout to incorporate engineering practices into the classroom. Modeling and evidence-based argumentation is also expressed.
Both articles used informal science learning as a form of scaffolding for professional science education. Quinn and Bell described that students could develop in initial interest in a topical niche of science while learning science informally. Braun and Reiss described that this increases intrinsic motivation however does not support the mastery of concepts. School science can sometimes be too constructive for students at times; these informal learning opportunities could be a catalyst for some students. However, formal education is where the most of learning occurs. The use of modeling, explaining and arguing was frequently described; these practices should effectively be practiced to develop and maintain an intrinsic motivation for science education, both formally and informally. Learning and more specifically, scientific learning, should never stop, regardless of the venue.