Adult Learning in Non-formal Institutions :: Education Learn Essays

braggart(a) Learning in Non- black-tie InstitutionsMuseums, zoos, nature centers, science centers, aquariums, and other similar institutions propose a tremendous opportunity for lifelong learn in a relatively nonthreatening place for most adults (Schroeder 1970). Many of these attractions and museums include culture as a part of their missions (see, for example, Allmon 1994 Chizar, Murphy, and Illiff 1990 Conway 1982) and the popularity of these places as providers of both recreation and education is soundly established (Chobot 1989). This Digest explores some(a) of the central concepts of adult learning in these settings. A brief discussion of nonformal learning and the adult visitor lays the tail end for the examination of ideas in the literature on (1) what is educational in attractions, (2) opportunities and challenges to education in these settings, and (3) the application of adult learning theory to zoo, museum, center, and attraction education. big Visitors and Nonfor mal Learning Nonformal learning is a lot defined by activities outside the formal learning setting, characterized by voluntary as opposed to mandatory fellowship (Crane et al., 1994). Mocker and Spear (1982) offer a taxonomy of adult learning wherein nonformal learning is identified as learners holding the objectives for learning with the means controlled by the pedagogue or organization. Maarschalk (1988) contrasts nonformal learning (i.e., outside formal settings--such as field trips and museum visits) with sexual learning (i.e., that which grows out of spontaneous situations). In zoos, museums, nature centers, and attractions, adult learning can range from formal through nonformal to informal. Workshops, lectures, classes, and educational shows are some of the common formal adult learning programs tours, informational signage, exhibits/interactive displays, and demonstrations are often considered nonformal learning constructed by the education staff the individual visitor and the setting create informal learning situations (Diem 1994). For whom are these opportunities constructed? In a bring of zoo visitors, Conway (1982) found that between 55-70% of all zoo visitors are adults. Hundreds of millions of hatful visit museums, zoos, nature centers, science centers, and other attractions (Falk and Dierking 1992). In North America, for example, all over 100 million people visit zoos and aquariums each year (Eaton 1981 Howard 1989 marshall 1994), and over 500 million visit museums (Naisbitt and Aburdene 1990). This translates to a tremendous cosmos of learners. Adults more often than children suggest the visit (Cheek, Field, and Burdge 1976) and are also the societal decision makers whose actions directly affect the attraction, whether the decision is simply to visit or to support funding for expansion or renovation (Diem 1994).