Productive learning frames in the science classroom

Students often come to informal learning settings expecting to engage just as they would in a science classroom. This may pose a challenge to ISE educators who want to break out of the ""classroom game,"" in which students are expected to receive and reproduce knowledge. How do educators set the tone to ""reframe"" the interaction to something more productive, in which the learners have a role in the production and assessment of knowledge, leading to a deeper understanding of concepts or theories?

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