Science Teacher Learning in Museums: What Dimensions of Science Are Promoted?

• In Event: Sheraton Roundtable Session 9
  In Roundtable Session: Collaboration, Decision Making, and Integration in STEM

Abstract

Science museums are increasingly being recognized as sites for teacher education. In museums, teachers can develop content knowledge, learn new instructional approaches, gain confidence in teaching science, and develop ideas for how to use museum resources in their classrooms. Despite these reported benefits, little is known about the specific dimensions of science typically introduced in museum experiences for teachers. Thus, we examined peer-reviewed accounts of 31 educational experiences for teachers in science, science and technology, and natural history museums, to consider the conceptual, procedural, epistemic, and social dimensions of science promoted in these experiences. While conceptual and procedural dimensions were frequently addressed, social and epistemic dimensions rarely featured. Recommendations for future work to address this gap are discussed.

Authors

• Tiffanyrose Sikorski, The George Washington University

• Matty Lau