Out of the Museum Into the Classroom and Back Again

• In Event: 77.050 - Museums and Teacher Professional Development: Illuminating the "Invisible Infrastructure" of Science Institutions in Teacher Learning

Abstract

Objectives
This study highlights ways in which a museum-based teacher education program contributes to affordances for teaching and learning science, blurring the distinction between formal and informal learning. We examine graduates' and faculty's perceptions and use of Museum resources in their teaching and how they influence students' learning.

Perspective(s) or theoretical framework
The nexus of learning in in- and out-of-school environments provides a rich context for teacher development and research. Informed by a growing body of research questioning the informal and formal learning dichotomy and teacher learning (Avraamidou & Roth, 2016; Gupta et al., 2016), this study adopts a “blending” framework as a lens to examine the interconnections around use of Museum resources across diverse environments and contexts. This framework probes dichotomies between formal and informal to illustrate that while physical spaces may remain separate, teaching and learning are fluid and do not always occur in specific environments. The word “blending” describes the way the program constructs relationships and practices among the Museum, graduates' schools, and teacher education.

Methods
We investigated three research questions: How are graduates using Museum resources in their teaching? What are the effects on students’ learning? How does the use of resources reflect what teachers learned in the program? Using a case study methodology, we draw upon multiple data sources to develop portraits of four teachers (Stake & Munson, 2008; Yin, 2015), exploring pedagogical strategies recent graduates employed and effects of graduates upon their students (Thomas, 2011). An iterative process of inductive and open coding techniques was used to clarify major themes and supportive evidence (Patton, 1990; Strauss & Corbin, 1998).

Data sources
Data sources from over two years include 31 interviews with 4 teachers, focus groups with 16 students (n=5), and interviews with 16 program faculty. Classroom observations (n=37) were conducted and samples of teacher and student work collected.

Results
Through graduates' portraits and faculty interviews, this presentation illustrates how program graduates use museum resources to facilitate learning using objects, bridge learning outside and inside the classroom, and support students in learning Next Generation Science Standards science practices. We describe how graduates’ instruction draws upon museum resources (such as objects, tools, museum investigations, digital resources) to engage students in science learning and their impact on students’ engagement, attitudes, and understanding of science. We illuminate insights into various perspectives of what defines a resource and teachers’ perceptions of their affordances in instruction and uses in individual school contexts.

Significance
Building on the role of museum affordances in teacher education (Adams & Gupta, 2017), this study investigates the practices of four graduates of a museum-based teacher education program and their experiences drawing upon museum resources and potential for student engagement and science learning. Museums hold promise for supporting teachers in developing the fundamental skill of engaging students with science curriculum by making it relevant to their lives, interests, and local contexts (Emdin, 2016; Ladson-Billings, 2009). We believe this study will contribute to understanding the strengths museums can bring to teacher preparation programs, teachers, and their students.

Authors

• Cristina Trowbridge, American Museum of Natural History

• Jamie Wallace, American Museum of Natural History

• Elaine Howes, American Museum of Natural History

• Bernadette Doykos, Catalyst:Ed

• Catherine Fallona, University of Southern Maine