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Informal science education institutions play an important in the public understanding of science and, because of this are well-positioned to positively impact science teacher education. Informal science institutions (ISIs) have a range of affordances that could contribute to learner-centered science teacher identity development. This article describes research from a clinical experience in a museum where teacher candidates engaged visitors in learning dialogs around objects on a moveable cart in an exhibit. We describe how working in informal settings and learning to use the affordances of that setting supports aspiring teachers to connect theory to practice in ways that developed Spielraum in that is studentcentered, responsive to the needs of learners, and allows for the imagination future selves and classrooms that are conducive to maintaining these identities. This research supports the critical role that ISIs could play in teacher education, especially during the clinical phase where teacher candidates are forming initial notions about their identities, about the self who teaches.

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Background: To achieve the goal of Millennium Development Goal 2 (universal education), 3 (gender equality and women empowerment) and, 5 (improving maternal health), it is important that there is effective menstrual hygiene and knowledge among adolescent girls since it has direct and indirect effects both to achieve the MDG and to promote the reproductive health. A study was carried out among the school going adolescents in UHTC (Urban Health Training centre) and RHTC (Rural Health Training centre) area of Department of Community Medicine, Government Medical College, Kota, Rajasthan with the following aims and objectives, Status of knowledge of school going adolescent girls about menstruation and their practice during menstruation. The objective of the study was to assess the knowledge and practices regarding menstruation among school going adolescents.Methods: It was a school based descriptive cross sectional study conducted from November 2016 to March 2017. The school was selected randomly in RHTC and UHTC area of GMC, Kota. A pretested and structured questionnaire was used. Data was entered, processed and analyzed using SPSS version 20. Results: In this study there were 300 girl students (150 each from RHTC and UHTC area schools), of which 55.33% had menarche at the age of 13 years, 66.00% of girls were aware about menstruation before the menarche whereas 91.67% of girls heard about the sanitary napkins, most of the girls (81.00%) had got the knowledge about menses from their mother, 62.67% of girls heard about the menstrual hygiene and for practices observed, 65.67% girls were using sterilized sanitary napkins and 42.00% of girls burn the waste material. Conclusions: Traditional beliefs regarding menstruation still persist and menstrual hygiene among the adolescents was found to be unsatisfactory. It highlights the need of targeted interventions to raise awareness and provision of family health education package to all girls. Menstrual hygiene is an issue that needs to be addressed at all levels.