Investigating public science interest and understanding: evidence for the importance of free-choice learning

By John H. Falk, M. Storksdieck, Lynn D. Dierking. 2007

345 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c4a3599dd42cae4ff10b6e6a1ef883a09742dafa

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Citations in the corpus

Factors Contributing to Adult Knowledge of Science and Technology (2013, background): “Taking a more asset-based approach to public understanding of science (e.g., Brown et al., 2005; Falk & Dierking, 2010; Falk et al., 2007; Roth & Lee, 2002; Roth & Van Eijck, 2010) suggests that a large majority of Americans engage in some kind of in-depth sciencerelated experience throughout their ”
Motivations to seek science videos on YouTube: free-choice learning in a connected society (2018, background): “Prior work suggests that individuals are motivated to engage with science when they find it interesting or enjoyable (AbiGhannam et al., 2015; Falk et al., 2007, 2016).”
Are Science Comics a Good Medium for Science Communication? The Case for Public Learning of Nanotechnology (2015, background): “…Science questionnaire (Lin, Hong, et al., 2013) and large-scale international assessments such as the PISA (Organisation for Economic Co-Operation and Development, 2006), and (b) literature reviews related to public emotional perceptions of learning science such as those of Falk et al. (2007).”
The Role of Emotional Factors in Building Public Scientific Literacy and Engagement with Science (2012, result): “For public science education, in addition to strategies of citizen juries, public debate, consensus conferencing, and public hearings (UK House of Lords, 2000) as well as free-choice in learning for public citizens (Falk et al., 2007), the results of this study suggest that participants’ interest sh”
Environmental learning in online social networks: adopting environmentally responsible behaviors (2011, background): “Individuals develop knowledge of issues and actions by engaging in free‐choice learning , defined as ‘the learning that individuals engage in throughout their lives when they have the opportunity to choose what , where , when , and with whom to learn’ [emphasis added] (Falk, Storksdieck, and Di”
Understanding and Engagement in Places of Science Experience: Science Museums, Science Centers, Zoos, and Aquariums (2014, background): “Accordingly, by interviewing 56 visitors of a science museum immediately after they had looked at a display cabinet containing either original scientific objects or replicas, Hampp and Schwan (2014) found that many visitors articulated highly sophisticated concepts of exhibit characteristics and of ”