This book introduces the reader to evidence-based non-formal and informal science learning considerations (including technological and pedagogical innovations) that have emerged in and empowered the information and communications technology (ICT) era. The contributions come from diverse countries and contexts (such as hackerspaces, museums, makerspaces, after-school activities) to support a wide range of educators, practitioners, and researchers (such as K-12 teachers, learning scientists, museum curators, librarians, parents, hobbyists). The documented considerations, lessons learned, and concepts have been extracted using diverse methods, ranging from experience reports and conceptual methods to quantitative studies and field observation using qualitative methods. This volume attempts to support the preparation, set-up, implementation, but also evaluation of informal learning activities to enhance science education.

This collection explores the broad landscape of current and future out-of-school science learning environments. Written by leading experts and innovators in informal science learning, these thoughtful and critical essays examine the changing nature of informal institutions such as science museums, zoos, nature centers, planetariums, aquaria, and botanical gardens and their impact on science education. The book examines the learning opportunities and challenges created by community-based experiences including citizen science, makerspaces, science media, escape rooms, hobby groups, and gaming. Based on current practices, case studies, and research, the book focuses on four cross-cutting themes – inclusivity, digital engagement, community partnerships, and bridging formal and informal learning – to examine how people learn science informally. The book will be of interest to STEM (science, technology, engineering and math) educators – both in and out of school – designers of science and experiential education programs, and those interested in building STEM learning ecosystems in their communities.

Grade level: 1, 2, 3, 4, 5, 6, 7, 8, k, p, e, i, s.

This book highlights the different aspects of the research project “E4C Horizon 2020 European Project” aimed at fighting the coronavirus by combining the best supercomputing resources and artificial intelligence with state-of-the-art experimental facilities up through clinical validation. Coronavirus disease has become an important public issue across the globe since December 2019. There is an urgent need to develop potent anti-COVID-19 agents for the prevention of the outbreak and stop viral infections. To this aim, a public–private consortium composed by European and national infrastructures, center of excellence, universities, and a pharmaceutical company started the E4C Horizon 2020 European Project: Its core idea was to use the EXaSCale smArt pLatform Against paThogEns (EXSCALATE) supercomputing platform for a process known as “drug repurposing”, namely to identify the most promising safe in man drugs for immediate treatment of the already infected population and then novel pan-coronavirus inhibitors to address future emergencies. This ambitious goal exploited a “chemical library” of 500 billion molecules, thanks to a processing capacity of more than 3 million molecules per second, made available by the computing power of the EXSCALATE platform.

This book is comprised of research-based chapters developed from selected full papers presented at the Pan-Hellenic and International Conference “ICT in Education”. It includes covering technical, pedagogical, organizational, instructional, as well as policy aspects of ICT in Education and e-Learning. Special emphasis is given to applied research relevant to the educational practice guided by the educational realities in schools, colleges, universities and informal learning organizations. Further, the book encompasses current trends, perspectives, and approaches determining e-Learning and ICT integration in practice, including learning and teaching, curriculum and instructional design, learning media and environments, teacher education and professional development. Since 2012, Springer has published a volume entitled “Research on e-Learning and ICT in Education: Technological, Pedagogical and Instructional Issues” at the conclusion of every conference. These volumes are based on research work originally presented in the conference series mentioned above, but the call for chapters is open and disseminated to the international community attracting also international contributions. Furthermore, as the editors are also involved in EU funded international research projects in the area of educational technology, we strongly focus on attracting submissions demonstrating the current state-of-the-art and most recent research outcomes of such projects.

In this volume, the CRYSTAL participants look back on their collective experience and describe research projects that pushed the boundaries of informal teaching and learning.