Facilitating deep conceptual learning: The role of reflection and learning communities

Abstract

In this chapter we discuss the nature and facilitation of deep conceptual learning in informal learning contexts. We explore the skills and components of knowledge that characterize informal educator practice and consider the ways in which such skills may be used to support deep conceptual learning. We draw attention to the need for ongoing professional development efforts, and with reference to one particular PD program developed by researchers at The Lawrence Hall-Reflecting On Practice-highlight the importance of reflection and discuss the need for informal educators to build learning communities to support and sustain effective practice.