The objective of the inquiry is to reveal to what extent school teachers and museum educators ensure that museums are a learning arena for school pupils. We interviewed a small selection of teachers and museum educators regarding their practical and curricular collaboration prior, during and after a museum visit by a group of pupils. Our findings are in line with other international results, which show that teachers seem to regard museums visits as important for the student understanding. The questions asked include “How does cooperation between school and museum work? What do they actually cooperate about? What are the museum educators’ intention(s) when they plan their programmes? What are the teachers’ objectives when they plan their museum visits?” We found that museum educators are normally familiar with the school curriculum and the school discourse. When they evaluate their programmes, they ask the teacher but rarely the students/pupils, who museum educators tend to forget about. School teachers seem to understand the learning potentials of a museum visit, but rarely used it. Museum visits end up being “just another nice day on a school trip”. It is time for a new museum pedagogical approach, based on collaboration between schools and museums.
Successful collaboration between schools and museums requires that students are offered activities and tasks which they perform together with others, and which can only be carried out at the museum (Bamberger & Tal 2006:93 (Frøyland and Langholm 2009).Findings show that the way of working has changed in the course of the research. Based on our research, we concluded that together the teachers and museum educators developed a system which put focus on the students' learning dividends and which also revealed definite learning by the students. In addition, this research indicates that it is possible for the teacher and museum educator to cooperate regarding the whole of the educational scheme, and that "Teaching for Understanding" ensures a solid framework for this process of collaboration.
This article presents a new joint Nordic study module consisting of a theoretical framework, the kindergarten teacher students' case study and a reflection talk, in natural science for the kindergarten teacher education. The module is developed through an interdisciplinary collaboration in the Nordplus network: Learning of science concepts by kindergarten children: Nordic study module for the kindergarten teacher education (NATGREP), with science and quality in the kindergarten teacher education in focus. The introduction describes the Nordic kindergartens shortly, and concepts as quality and competence are shortly discussed. It is followed by the module's theoretical framework. Then the study module's development process is described accompanied by reflections of the student's case studies in relation to the theoretical framework. At the end, the work with the study module is summarised, and the main conclusion is that the study module contributes positively to the students' skills development, both in science and quality. Kvalitet i barnehagelaererutdanning i naturvitenskap: En fellesnordisk studiemodul
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.