Informal learning is life-long; crossing place and time. How do we best conceptualize, support, and assess life-long learning? How do informal learning experiences contribute to early passion that can catalyze and sustain later learning? How do we build educational infrastructure to support meaningful learning pathways that cross formal and informal boundaries? What do learning pathways look like in science? In the arts?

P U B L I C A T I O N S

 

Steiner, M.A., Knutson, K., & Crowley, K. (2024). Time to talk: Facilitating climate change conversations in rural Pennsylvania. Connected Science Learning,  6 (6), 260-268.

Steiner, M.A., Knutson, K., Crowley, K., Heller, N., McGill, B., Giarratani, Russell, J., & Nelson, T. (2023). Taking time to listen and learn: A museum partnership designed to engage rural audiences in climate change conversations, Museums & Social Issues, https://doi.org/10.1080/15596893.2023.2263528

Knutson, K. & Crowley, K. (2022). Museums and community-based organizations partnering to support family learning and literacy. Afterschool Matters, 35, 17-28.

 

Hecht, M. & Crowley, K. (2020). Unpacking the learning ecosystem framework: Lessons from the adaptive management of biological systems. Journal of the Learning Sciences, 2(29), 264-284.

Knutson, K. & Crowley, K. (2020). Growing up with art: How interest, opportunity and support shape learning pathways of visual arts professionals. In Knutson, K., Okada, T., & Crowley, K. (Eds.) (in press). Multidisciplinary Approaches to Art Learning and Creativity: Fostering Artistic Exploration in Formal and Informal Settings. Routledge. 

Hecht, M., Crowley, K., & Russell, J. (2020). Decentering Humans in the Learning Sciences: The Role of Nonhuman Nature and Place in Learning Ecosystems. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 501-504). Nashville, Tennessee: International Society of the Learning Sciences.

Bonnette, R. N., Crowley, K., & Schunn, C. D. (2019). Falling in love and staying in love with science: ongoing informal science experiences support fascination for all children.  International Journal of Science Education,  41(12), 1626-1643.

Hecht, M., Knutson, K. & Crowley, K. (2019) Becoming a naturalist: Interest development across the learning ecology. Science Education, 103(3), 691-713.

Russell, J. L., Kehoe, S. & Crowley, K. (2017). Linking in and out-of-school learning. In K. Peppler (Ed.), Encyclopedia of Out-of-School Learning. Thousand Oaks, CA: Sage Publications.

Louw, M., Barbuto, N., & Crowley, K. (2017). Designing Learning Pathways in a Complex Learning Ecology: A Research Practice Partnership Focused on Parent Brokering. In B. DiSalvo, J. Yip, E. Bonsignore, & C. DiSalvo (Eds), Participatory Design for Learning: Perspectives from Research and Practice. New York, NY: Routledge. pp. 93-112.

Dorph, R., Schunn, C., & Crowley, K. (2017). Crumpled molecules and edible plastic: Science learning Activation in Out-of-School Time. Afterschool Matters, 25, pp. 18-28.

Crowley, K., Barron, B.J., Knutson, K., & Martin, C. (2015). Interest and the development of pathways to science. In Interest in Mathematics and Science Learning. In K. A. Renninger, M. Nieswandt, and S. Hidi (Eds.). Washington DC: AERA.

Russell, J., Knutson, K., & Crowley, K. (2013).  Informal learning organizations as part of an educational ecology: Lessons from collaboration across the formal/informal divide. Journal of Educational Change, 14(3): 259-281.

Knutson, K., Crowley, K., Russell, J., & Steiner, M.A. (2011). Approaching art education as an ecology: Exploring the role of museums. Studies in Art Education, 52 (4), 310-322.

Eberbach, C.E. & Crowley, K. (2009). From Everyday to Scientific Observation: How Children Learn to Observe the Biologist's World. Review of Educational Research, 79 (1), 39-69.

Knutson, K. (2004). What does a lifelong learning community look like? Pulling it all together. In M.Maher, (ed.) The 21st Century Learner: The continuum begins with early learning. (44-45). Washington, DC. Association of Children’s Museums.

Funding provided by: Gordon and Betty Moore Foundation, Grable Foundation, W.T. Grant Foundation, and Spencer Foundation.