CALL FOR PAPERS

                1997 Special Issue of Science Education on:
                        Informal Science Education

        Editors: Lynn D. Dierking, Science Learning, inc., and
                Laura Martin, Arizona Science Center

                                Focus
Science learning occurs in a variety of settings outside that of school
classrooms. During school and family visits to museums, zoos, and science
centers, while participating in informal science activities sponsored by
community-based organizations such as libraries, community centers, and
Girl Scouts and when at home reading newspapers and magazines and watching
TV, people are exposed to many scientific concepts and ideas. There is a
growing body of research focusing on the unique qualities of such informal
learning and investigating the impacts of such informal science learning
experiences on people's interest and knowledge in science. This special
issue will discuss perspectives on informal learning and present research
findings documenting the role that such experiences play in promoting
people's science interest and knowledge and supporting and reinforcing the
science learning that occurs in schools.


                                Targeted Topics
1.      Relationships between learning and the physical and social
environments
        of many informal settings.
2.      Applying theoretical learning strategies, such as constructivist
        learning theories and concept formation to informal settings, or
        developing theories specific to informal theories.
3.      Defining and measuring informal learning, e.g. family learning in
        museums or the home.
4.      Dynamics between informal and formal learning settings.
5.      Play and curiosity as components of learning.
6.      How the characteristics of informal settings influence behavior and
        learning, e.g. how do children explore in exhibits or in programs that
        allow for open-ended exploration.



                                    Timeline
                    Manuscripts Due:        November 1, 1996
                    Reviews Returned:       February 1, 1997
                    Revisions Due:          May 1, 1997


Manuscripts should run between five and twenty double-spaced, typed pages.
Other information for contributors can be found on the last pages of
Science Education. Diskette submissions are encouraged. Manuscripts must be
submitted in quadruplicate (one original and three copies) to
Kirsten Ellenbogen, Vanderbilt University, Box 506 Peabody College,
Nashville, Tennessee 37203.

This will be a competitive, peer-reviewed process.  Please contact the
editors if you are interested in reviewing submissions for this special issue.

Inquiries concerning this special issue should be directed to:
Lynn D. Dierking at (410) 268-5149 or by e-mail to [log in to unmask]
or Laura Martin at (602) 257-1450 or by e-mail to [log in to unmask]