Grace Ramsey Fisher and the Construction of Pedagogical Authority in American Science Museums, 1929–1938

• In Event: Contesting the Purpose of American Education Through Pedagogy and Curriculum

Abstract

While science museum programs for classroom teachers are commonplace, they are surprisingly underrepresented in historical research literature, as is the assumption that science museum educators enjoy instructional expertise, or pedagogical authority, relative to classroom teachers. This paper illustrates how professional educators in early twentieth century science museums constructed pedagogical authority, using the example of Grace Fisher Ramsey’s teacher education programs at the American Museum of Natural History in the 1930s. I argue that Ramsey made three conceptual contributions that helped construct pedagogical authority: requiring museum educators to have pedagogical training; articulating how museum learning experiences improve classroom teaching; and promoting partnerships between museums and teacher education programs. This work contributes to historical scholarship in science education, museums, and teacher training.

Author

• David Oliver McCullough, University of Wisconsin - Madison