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• W2040806036 abstract "Currently, it is not clear whether professional development staff at Informal Science Institutions (ISIs) are considering the way exhibits contribute to the social aspects of learning as described by the contextual model of learning (CML) (Falk & Dierking in The museum experience. Whalesback, Washington, 1992 FalkJHDierkingLDThe museum experience1992Washington, DCWhalesback [Google Scholar]; Learning from museums: visitor experiences and the making of meaning. Altamira Press, New York, 2000 FalkJHDierkingLDLearning from museums: Visitor experiences and the making of meaning2000New YorkAltamira Press [Google Scholar]) and recommended in the reform documents (see Cox-Peterson et al. in Journal of Research in Science Teaching 40:200–218, 2003 Cox-PetersonAMMarshDDKisielJMelberLMInvestigation of guided school tours, student learning, and science reform recommendations at a museum of natural historyJournal of Research in Science Teaching20034020021810.1002/tea.10072[Crossref], [Web of Science ®] , [Google Scholar]). In order to move beyond only preparing science teachers for field trips, while necessary, it is also important to understand the role exhibits play in influencing teachers’ content-related social interactions while engaged in ISI professional development. This study looked at a life science course that was offered at and taught by education staff of a large science and technology museum located in the Midwest, USA. The course was offered to three sections of teachers throughout the school year and met six times for a full day. The courses met approximately once a month from September through the beginning of June and provided 42 contact hours overall. Elementary and middle school teachers (n = 94) were audio- and videotaped while participating in the content courses and interacting with the museum’s exhibits. When considering the two factors within the sociocultural context of CML: within-group sociocultural mediation and facilitated mediation by others, the use of exhibits during both courses generally did not fully take into account these elements. In this study, it seemed that teachers’ talk always had a purpose but it is argued that it did not always have a direction or connection to the desired content or exhibit. When freely exploring the museum, teachers often purely reacted to the display itself or the novelty of it. However, when PD staff made explicit connections between exhibits, content, and activities, participants were more likely to be involved in in-depth, content-related and pedagogical conversations while engaged in the course." @default.
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• W2040806036 date "2014-11-30" @default.
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• W2040806036 title "“Wow! Look at That!”: Discourse as a Means to Improve Teachers’ Science Content Learning in Informal Science Institutions" @default.
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• W2040806036 doi "https://doi.org/10.1007/s10972-014-9409-9" @default.
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