Linking Formal and Non-Formal Learning in Science Education – A Reflection from Two Cases in Ireland and Germany

Authors

  • Nicole Garner Universität Bremen
  • Sarah M. Hayes University of Limerick
  • Ingo Eilks Universität Bremen

DOI:

https://doi.org/10.25749/sis.4064

Keywords:

Science education, Non-formal education, Curriculum, Innovation

Abstract

This paper discusses two cases of linking formal and non-formal learning in science education. The cases concern science education in the Irish Transition Year, a facultative year between lower and upper secondary education, and a non-formal laboratory learning environment for lower and upper secondary school students in a German university. Both cases are described, compared and jointly reflected on non-formal education’s potential and limitations for supporting formal science learning.

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Author Biographies

Nicole Garner, Universität Bremen

Nicole Garner, MEd, studied chemistry and mathematics at the University of Bremen. She is now a PhD student of the Institute for Science Education at the University of Bremen.

Sarah M. Hayes, University of Limerick

Sarah M. Hayes MRSC is the Education, Training and Outreach Officer for the Synthesis and Solid State Pharmaceutical Centre based at the University of Limerick.

Ingo Eilks, Universität Bremen

Ingo Eilks FRSC is full professor in chemistry education of the Institute for Science Education at the University of Bremen.

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Published

2014-06-27

Issue

Vol. 2 No. 2 (2014): Science Education in the 21st Century: Challenges and Concerns

Section

Articles

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