Abstract
This chapter challenges the distinction between informal and formal science learning in the context of learning science from online resources, arguing instead for consideration of intentional and incidental science learning. The New Zealand Science Learning Hub (sciencelearn.org.nz) is used as an example to demonstrate how both intentional and incidental learning can be supported. The aim of the Hub, which is Government-funded, is to make contemporary science research and development more accessible to teachers, students and the wider community through presenting the stories of science and scientists in multimedia format, supported by resources for teaching and learning. To foster ongoing engagement of teachers, as a key target audience, the Hub has a deliberate strategy to support both intentional and incidental learning through website design and through connecting with topical science-related events and news. The embedded social media strategy in particular is a tool that mediates incidental engagement with the Hub content.
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Acknowledgements
We wish to acknowledge the Ministry of Business, Innovation and Employment for their work promoting broader social engagement in science, and for funding the Science Learning Hub. Mira Peter provided much of the quantitative data used in this chapter, and Cath Battersby and Rachel Douglas have taught us a lot about the value of social media for broadening and deepening teacher engagement in the Hub. The ongoing success of the Science Learning Hub depends on the diverse skills of the development team, the generosity of the science sector, and the commitment of teachers and others to engage deeply in contemporary science research.
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Buntting, C., Jones, A., Cowie, B. (2018). Using a Digital Platform to Mediate Intentional and Incidental Science Learning. In: Corrigan, D., Buntting, C., Jones, A., Loughran, J. (eds) Navigating the Changing Landscape of Formal and Informal Science Learning Opportunities. Springer, Cham. https://doi.org/10.1007/978-3-319-89761-5_10
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DOI: https://doi.org/10.1007/978-3-319-89761-5_10
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