Viewing science learning through an ecosystem lens: A story in two parts

Abstract

Studying the multidimensional, dynamic and complex qualities of a community-wide science education system must begin by creating an expanded definition of what constitutes a public science education system. A system-wide approach recognises that formal education entities (early childhood, elementary, secondary and post-secondary schools) are critical and necessary components to life-long, life-wide and life-deep science understanding and participation, but even collectively they represent only a small part, both physically and functionally, of the entire system. In a community-wide science education system the entire array of possible science education resources must be considered as equal contributors to public science education. Such community-wide science education system can be likened to a science learning ecosystem. This chapter is comprised of two complementary parts. In the first we (Falk and Dierking) provide further background and theoretical foundation for an ecosystem approach to science education, discussing its implications for research, practice and assessment. In the second we (Dierking and Falk) describe an effort to study, and then use the data collected, to lead a participatory, community-wide effort to redesign a science learning ecosystem in a diverse, under-resourced community in Portland, Oregon, USA.