Beyond the Walls of Formality: The Role of Non-Formal Science Activities in Teachers' Professional Development

Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals

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19

Science Activities; Faculty Development; Nonformal Education; Foreign Countries; Secondary School Teachers; Physical Sciences; Science Instruction; Competition; Teaching Experience; Teacher Participation; Teacher Attitudes; Science Teachers

10.1080/1359866X.2024.2323924

1359-866X
1469-2945

This study analysed secondary school teachers' self-reported learning during their participation in a long-term, non-formal scientific activity in the form of a crystal-growing contest. Therefore, the purpose of this research is to explore in-service teachers' experiences and describe the different types of learning that they report they have acquired due to their participation. Data were collected over a period of four years using an open-ended questionnaire. Qualitative methods were used for the data analysis to construct categories and identify emerging themes. The outcomes of the analysis were the identification of several types of learning gains that highlighted some of the potential benefits of introducing non-formal environments as an option for in-service teachers professional learning.

As Provided

2024

EJ1417617