Informal Science Education in Formal Science Teacher Preparation

McGinnis, J. Randy; Hestness, Emily; Riedinger, Kelly; Katz, Phyllis; Marbach‐Ad, Gili; Dai, Amy

doi:10.1007/978-1-4020-9041-7_72

Cited by 15 publications

(11 citation statements)

References 14 publications

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Section: Inclusive Science Educationmentioning

confidence: 99%

“…Informal science spaces can provide unique opportunities for teacher candidates in that they allow for multiple opportunities for presenting and reflecting upon lessons while working with diverse visitor populations (Dani, Hartman, & Helfrich, 2017;Duran, Ballone-Duran, Haney, & Beltyukova, 2009;McGinnis et al, 2012). Informal settings may offer teacher candidates the opportunity to host and plan science events in nonthreatening settings with supportive structures that help facilitate comfort with science content (Dani et al, 2017;McGinnis et al, 2012). Science teachers often feel underprepared to teach students with disabilities in their classrooms, and special education teachers feel similarly unprepared to teach science (Irving, Nti, & Johnson, 2007;Kahn & Lewis, 2014), making informal events that allow both groups to collaborate provide valuable experiences.…”

Section: Inclusive Science Educationmentioning

confidence: 99%

“…Science teachers often feel underprepared to teach students with disabilities in their classrooms, and special education teachers feel similarly unprepared to teach science (Irving, Nti, & Johnson, 2007;Kahn & Lewis, 2014), making informal events that allow both groups to collaborate provide valuable experiences. Informal science learning events also provide teacher candidates with the unique opportunity to interact with caregivers (Dani et al, 2017;McGinnis et al, 2012). For these reasons, an inclusive science day project was initiated to foster a symbiotic relationship between a university teacher education program and a discovery museum.…”

Section: Inclusive Science Educationmentioning

confidence: 99%

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Benefits of Community-University Partnerships in Rural Settings: Lessons Learned from an Inclusive Science Day Event

Hartman¹,

Kahn

2019

CJCRP

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This article reports findings from an Inclusive Science Day event that was hosted at a rurally located discovery museum. The event was collaboratively planned and hosted by two undergraduate student organizations from a local university. The university students planned eight inclusive science stations that were supplemented by six museum-developed stations. Each station was planned to meet the needs of a variety of learners. The event was very well attended, with approximately 150 visitors who ranged in age from infants to older adults. The research study reports findings from a survey of 22 caregivers who attended the Inclusive Science Day event. Findings present relevant information about the benefits of embracing a communityuniversity partnership model and suggestions for facilitating a collaboratively planned inclusive science event. The implications highlight the importance of inclusive informal learning practices and partnership development in all locales. While the research is particularly relevant for rural stakeholders, it also provides useful considerations for all settings.

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Section: Inclusive Science Educationmentioning

confidence: 99%

Section: Inclusive Science Educationmentioning

confidence: 99%

Section: Inclusive Science Educationmentioning

confidence: 99%

See 1 more Smart Citation

Benefits of Community-University Partnerships in Rural Settings: Lessons Learned from an Inclusive Science Day Event

Hartman¹,

Kahn

2019

CJCRP

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“…Pero más que todo, resultan ser importantes cuando lo que se busca es promover la curiosidad y exploración de los estudiantes, y en particular de motivación hacia la ciencia (Guisasola Solbes, Barraques, Morentin y Moreno, 2009). A su vez, hay docentes que encuentran en el museo un espacio para experimentar con sus propias ideas y vivir las experiencias que podrán llevar posteriormente al aula (Guisasola y Morentin, 2005;McGinnis et al, 2012;Díaz et al, 2003).…”

Section: Los Museos Como Medios De Comunicación De La Cienciaunclassified

“…Los temas abordados a lo largo del presente artículo permiten señalar numerosas implicaciones para la investigación educativa, pues esta sugiere que otras formas educativas pueden ofrecer un soporte a la educación de los profesores (McGinnis et al, 2012); únicamente habrá que tener siempre presente que todas estas alternativas no están exentas de retos, pero que al mismo tiempo representan opciones novedosas, cuya efectividad está ligada a la continuación de este tipo de estudios.…”

Section: Los Docentes Y El Museounclassified

Museos de ciencias, escuelas y profesorado, una relación a revisarse

Mora¹

2013

Rev_Eureka_ensen_divulg_cienc

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[Recibido en junio de 2012, aceptado en marzo de 2013] La importancia que se ha dado a la búsqueda de la cultura científica para la formación de ciudadanos informados ha trascendido a la escuela formal y se ha extendido a las instancias de educación informal, entre las que destacan los museos de ciencias. Debido a las características de estos espacios, entre las que se encuentra la exhibición de algunos objetos, pero principalmente de equipos interactivos que permiten vivir las ideas, fenómenos y procesos científicos, y de exposiciones temáticas que actualmente se inclinan hacia una postura crítica, es que los museos de ciencia parecieron ser lugares para apoyar o complementar la enseñanza formal de las ciencias. Pero la realidad ha mostrado que cuando las escuelas visitan el museo, el aprendizaje que en estos ocurre es de naturaleza afectiva (motivacional) más que cognitiva, y que la complicada logística y la organización de las visitas, aunada al desconocimiento del ambiente educativo informal o de las características de los eventos extraescolares (out of school) por parte de los docentes, parecen indicar que no todos los resultados de esta opción educativa propician el aprendizaje con la formalidad que la escuela demanda. Así que, salvo para las escuelas que carecen de recursos materiales para el estudio de la ciencia, se empieza a mirar con reservas la posibilidad de que los museos de ciencias sean las herramientas idóneas para el aprendizaje de estas disciplinas, mientras no se superen muchas de las dificultades enumeradas en este artículo. Lo que sí se ha visto como opción exitosa en la relación museoescuela es aprovechar los museos de ciencia para la formación y capacitación del profesorado.Palabras clave: Cultura científica; Aprendizaje informal; Educación extraescolar; Museos de ciencia. Museums, schools and teachers: a relationship to be reviewedThe importance given to the pursuit of a scientific culture for the formation of informed citizens, has transcended the formal school and has spread to institutions of informal education, among which are science museums. These spaces display objects, but mainly, interactive equipment that permit visitors to live ideas, phenomena and scientific processes. Science museums also develop thematic exhibitions that nowadays tend to adopt a critical position. All these characteristics have pretended to consider science museums as places to support or supplement the formal teaching of science. But reality indicates that when schools visit the museum, the learning that occurs there is of affective (motivational) rather than cognitive nature; and that the complicated logistics and organization of the visits, plus the lack of knowledge by teachers of the informal educational environment and the extracurricular events (out of school) features, seems to indicate that the results of this educational option, do not produce the kind of learning expected by formal schooling. So, except for schools that lack resources for the study of science, the common idea that science muse...

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Enhancing Agency and Action in Teacher Education in Zimbabwe

Mandikonza

Mukundu

2016

Schooling for Sustainable Development in Africa

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Informal Science Education in Formal Science Teacher Preparation

Cited by 15 publications

References 14 publications

Benefits of Community-University Partnerships in Rural Settings: Lessons Learned from an Inclusive Science Day Event

Benefits of Community-University Partnerships in Rural Settings: Lessons Learned from an Inclusive Science Day Event

Museos de ciencias, escuelas y profesorado, una relación a revisarse

Enhancing Agency and Action in Teacher Education in Zimbabwe

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