“…Piscitelli (1997) worked with young children in an art museum in Brisbane, Australia and she and her colleagues found that given freedom (choice) in their activities "these children considered museums to be exciting, happy places which provide opportunities to learn and gain many ideas" (Piscitelli & Anderson, 2001, p. 7). Brooke and Solomon (2001) described successful visits to a science center by pupils with severe learning difficulties, largely because they were not being told what to do or not do, and were allowed to persevere with tasks that intrigued them.…”
Section: Listening To Adult and Student Voices In Museumsmentioning
This paper surveys research over the past decade on school group visits to museums. By shifting attention to students' views about field trips, to their socially negotiated learning behaviors during field trips and the interaction between learning in the classroom and in the museum, this research has afforded a deeper understanding of the nature of learning in these contexts. This paper explores these aspects through a look at what the literature tells us about the similarities and differences between how families and students learn in museums, then investigates this further through the voices of adults and students in museums. The impact of the valuing and definition of learning in museums by students and teachers leads to discussion of boundary crossings between museums and schools.C
“…Piscitelli (1997) worked with young children in an art museum in Brisbane, Australia and she and her colleagues found that given freedom (choice) in their activities "these children considered museums to be exciting, happy places which provide opportunities to learn and gain many ideas" (Piscitelli & Anderson, 2001, p. 7). Brooke and Solomon (2001) described successful visits to a science center by pupils with severe learning difficulties, largely because they were not being told what to do or not do, and were allowed to persevere with tasks that intrigued them.…”
Section: Listening To Adult and Student Voices In Museumsmentioning
This paper surveys research over the past decade on school group visits to museums. By shifting attention to students' views about field trips, to their socially negotiated learning behaviors during field trips and the interaction between learning in the classroom and in the museum, this research has afforded a deeper understanding of the nature of learning in these contexts. This paper explores these aspects through a look at what the literature tells us about the similarities and differences between how families and students learn in museums, then investigates this further through the voices of adults and students in museums. The impact of the valuing and definition of learning in museums by students and teachers leads to discussion of boundary crossings between museums and schools.C
“…It appears that there are multiple interacting factors which make science an especially difficult subject for many pupils; but there are also distinct opportunities afforded by suitable teaching of the subject to drive up attainment, which are not being effectively exploited at present. Not least of these opportunities is the stimulation of learners’ curiosity: “Suitably adapted science activities might have much to offer children with SLD (severe learning difficulties) in terms of increasing their knowledge of the world around them and also their desire to explore it.” ( Brooke and Solomon, : 943) …”
Section: Common Curriculum Different Outcomes?mentioning
confidence: 99%
“…“Suitably adapted science activities might have much to offer children with SLD (severe learning difficulties) in terms of increasing their knowledge of the world around them and also their desire to explore it.” ( Brooke and Solomon, : 943)…”
Section: Common Curriculum Different Outcomes?mentioning
Teacher and support staff perceptions of science learning, and specifically engagement with science outreach, by pupils with Special Educational Needs and Disabilities (SEND) were ascertained through questionnaires. The responses indicated that science is seen as serving distinctive learning purposes when undertaken by learners with SEND. Staff who accompanied SEND pupils to science outreach events expressed more positive views about separate outreach events for SEND pupils than other respondents, in line with current policy expectations of differentiated classroom practice. The desire for different provision for SEND learners also appeared to be associated with the staffs’ pastoral concerns about their pupils and their reluctance to let their pupils ‘fail’. The data suggests that, despite policy and legislative reform in the UK, curriculum science is still viewed primarily as a means to career progression for an able minority, rather than as an educational and cultural entitlement for all.
“…These studies have highlighted the importance of integrating field trips into classroom learning (e.g., incorporating field trips as part of a specific unit, previewing and reviewing field trip learning experiences), sharing specific goals for the field trip, and collaborating with staff at the field trip institution to tailor activities to student needs (Davidson, Passmore, & Anderson, ; Falk & Dierking, ; Kisiel, ; Muse, Chiarelott, & Davidman, ). Research has also suggested that students enjoy and potentially learn more from field trips when they participate in hands‐on activities, have semistructured opportunities to direct their own learning, and have opportunities for social interactions (Bamberger & Tal, ; Brooke & Solomon, ; Falk & Dierking, , ; Griffin, ; Feder et al, ; Price & Hein, ).…”
Field trips are an important feature of the United States' education system, although in the current context of high-stakes tests and school accountability, many schools are shifting resources away from enrichment. It is critical to understand how field trips and other informal learning experiences contribute to student test scores, but little research has explored the impact of field trips on standard measures of academic learning. In this study, I used 6 years of student-level data to estimate the impact of field trips to informal science education institutions on New York City students' performance on the state's standardized eighthgrade science exam. Using a rigorous identification strategy with school fixed effects to capitalize on variation in field trip participation within schools over time, I found small positive effects of exposure to field trips on students' science test scores and proficiency. Effects were largest for Hispanic students and those who qualified for free or reduced-price lunch. This evidence that field trips can contribute positively to student achievement is meaningful for policymakers and administrators, as it suggests schools can provide enrichment experiences that families desire without sacrificing student test scores. The study suggests that field trips might be an effective tool for reducing achievement gaps. #
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