“Wow! Look at That!”: Discourse as a Means to Improve Teachers’ Science Content Learning in Informal Science Institutions

What we've learned: A research agenda for a museum, 7 years later

“…There is a growing body of research on the benefits of museums and informal science institutions as settings for preservice teacher learning (Anderson et al, 2006; Buczynski & Hansen, 2010; Çil et al, 2016; Setioko & Irving, 2017; Yu & Yang, 2010; see also Cooke‐Nieves et al, 2022), including research on the impact of preservice teachers doing fieldwork in museums (Coddington, 2020; Cooke‐Nieves et al, 2022; Hamilton & Margot, 2019; Jung & Tonso, 2006; Nichols, 2014; Patterson, 2021). This research also includes studies of teacher professional development in cultural institutions and informal science institutions (Heredia et al, 2022; Heredia & Yu, 2017; Holliday et al, 2014; Phillips et al, 2007; Price & Chiu, 2018), as well as museum educator learning in museums (Bevan & Dillon, 2010; Bevan & Xanthoudaki, 2008). Building on this scholarship, explorations of how and why the context of cultural institutions might intersect with key features of teachers' learning over time, at various career stages, and at a large scale, can help extend and deepen this area of research.…”

An experimental study of a museum-based, science PD programme’s impact on teachers and their students

“…Other key aspects of the model include its location within a museum and its enrolment size. PD staff often make connections between content and exhibits, which has been shown to help teachers make connections to their own classrooms (Holliday et al, 2014).…”

“…Many studies have looked at unique aspects ISEs can offer teacher education programmes, such as learning in a low-stakes, supportive environment instruction and making connections with other STEM-rich institutions (Anderson, Lawson, & Mayer-Smith, 2006;Buczynski & Hansen, 2010;Çil, Maccario, & Yanmaz, 2016;Gupta & Adams, 2012;Setioko & Irving, 2017;Yu & Yang, 2010). ISEs can make use of their unique resources by leveraging them in their PD models and showing teachers how they can integrate them into their classroom curriculum (Holliday, Lederman, & Lederman, 2014;Phillips, Finkelstein, & Wever-Frerichs, 2007). One study found a museum-based PD programme showed gains in teachers up to 2 years after they finished the programme and attributed it specifically to the field work the teachers were able to do in the programme (Melber & Cox-Petersen, 2005).…”