The Professional Knowledge Base of Science Teaching

doi:10.1007/978-90-481-3927-9

Cited by 16 publications

References 152 publications

(199 reference statements)

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Museum Guides’ Views on the Integration of the Nature of Science While Addressing Visitors’ Experiences: The Context of Ecological and Evolutionary Issues

Pshenichny-Mamo,

Tsybulsky

2023

Contributions From Biology Education Research

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A major goal of natural history museums (NHMs) is to shape visitors’ worldviews about science allowing them to learn about the research process, its characteristics, and the people behind it. In this context, developing visitors’ understanding of the nature of science (NOS) is an underlying educational objective. To date, little is known about how, if at all, museum guides integrate NOS during guided tours while addressing visitor expriences. The current research attempted to fill this lacuna by studying the views of NHM guides with a focus on tours about ecological and evolutionary topics. The research participants were museum guides (n = 15) working in four NHMs in Israel. The study used a qualitative approach. Data were gathered using semi-structured interviews in which the guides were asked to reflect retrospectively on their practices during guided tours. Utilizing the content analysis method, the data were analyzed through the lens of the family resemblance approach to NOS and visitors’ satisfying experiences in museums. The study’s findings revealed that museum guides refer primarily to the visitors’ cognitive experiences while integrating mainly epistemic-cognitive aspects of NOS.

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Museum Guides’ Views on the Integration of the Nature of Science While Addressing Visitors’ Experiences: The Context of Ecological and Evolutionary Issues

Pshenichny-Mamo,

Tsybulsky

2023

Contributions From Biology Education Research

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Science Teacher Education for the Changing Landscape

Wong

Tan²,

Lee³

et al. 2017

Teacher Education in the 21st Century

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Exploring Undergraduate Students’ Abilities to Collect and Interpret Formative Assessment Data

et al. 2020

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Formative assessment has been proven to be highly effective in improving student understanding. Nevertheless, many instructors struggle to engage in this practice, particularly when working in large-enrollment classrooms. To facilitate and foster the implementation of formative assessment in chemistry courses, undergraduate students at our institution have been trained to gather and analyze formative assessment data in real time in different classrooms. These “Learning Researchers” generate written reports that instructors use to inform their practice. In this article, we characterize what learning researchers involved in this project tended to notice in their observations and the nature of the interpretations that they built. The findings of our qualitative study provide insights into the affordances and potential constraints of using undergraduate students to collect and interpret formative assessment data to inform instructional practices in large-classroom environments.

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The Professional Knowledge Base of Science Teaching

Cited by 16 publications

References 152 publications

Museum Guides’ Views on the Integration of the Nature of Science While Addressing Visitors’ Experiences: The Context of Ecological and Evolutionary Issues

Museum Guides’ Views on the Integration of the Nature of Science While Addressing Visitors’ Experiences: The Context of Ecological and Evolutionary Issues

Science Teacher Education for the Changing Landscape

Exploring Undergraduate Students’ Abilities to Collect and Interpret Formative Assessment Data

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