Understanding and Engagement in Places of Science Experience: Science Museums,Science Centers,Zoos, and Aquariums

Science museums, science centers, zoos, and aquariums (MCZAs) constitute major settings of science learning with unique characteristics of informal science education. Emphasis will be given to the analysis of four specific characteristics of MCZAs that seem relevant for educational research and practice, namely, conditions of mixed motives and goals, staged popular science, and impact of physical layout, as well as the role of social exchange and participation. By doing so, we focus on the consequences of these characteristics for the learning processes and outcomes of visits of MCZAs. We show that outcomes encompass not only knowledge acquisition in a narrower sense but also changes in interest and beliefs.     

When neighboring disciplines fail to learn from each other: The case of innovation and project management research

As knowledge production becomes more specialized, studying complex and multi-faceted empirical realities becomes more difficult. This has created a growing need for cross-fertilization and collaboration between research disciplines. According to prior studies, the sharing of concepts, ideas and empirical domains with other disciplines may promote cross-fertilization. We challenge this one-sided view. Based on an analysis of the parallel development of the neighboring disciplines of innovation studies and project management, we show that the sharing of concepts and empirical domains can have ambivalent effects. Under conditions of ideological distancing, shared concepts and domains will be narrowly assimilated ? an effect we call ‘encapsulation’ – which creates an illusion of sharing, while promoting further self-containment. By comparison, reflexive meta-theories and cross-disciplinary community-building will enable a form of sharing that promotes cross-fertilization. Our findings inform research on research specialization, cross-fertilization and effectiveness of interdisciplinary collaboration.     

Employees’ participation in electronic networks of practice within a corporate group: perceived benefits and costs

This paper explores benefits and costs of knowledge exchange perceived by individuals in connected electronic networks of practice (ENoP) in a corporate setting. The results of 25 semi-structured interviews show 9 perceived benefits and 5 perceived costs to be of importance for knowledge exchange. Altruism and reciprocity are the two main perceived benefits from the knowledge providers’ perspective; problem solving is the main perceived benefit from the knowledge seekers’ perspective. Five perceived costs are identified for both knowledge seekers and knowledge providers; time and effort are the most frequently cited.     

Theoretical competence models,tests and designs

Educational Assessment, Evaluation and Accountability -     

Learning to assess and evaluate complex realities

Educational Assessment, Evaluation and Accountability -