The ‘science experience’: Using situated learning theory to connect science in everyday life for Year 9 and Year 10 students in regional Australia through an outside-the-classroom science program

Vygotsky’s constructivist approach to learning is a basis for research in informal and formal classroom science learning experiences. Connecting everyday science experiences to scientific concepts creates meaningful learning. This chapter describes an Australian informal science learning program for Year 9 and Year 10 students (ages of 14–16). The three-day program included local and contextual immersive science learning activities created by university academics. Each program provided students with an opportunity to engage in a wide range of science activities under the guidance of scientists. The program took place in over thirty-five Australian universities and tertiary institutions with more than 81,000 students. Our chapter describes a case study of one location where the informal science experience was in its seventh year of implementation.