Informal science institutions and learning to teach: An examination of identity, agency, and affordances

Abstract

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.

An examination of the interactions between museum educators and students on a school visit to science museum

“…They allow hands‐on experiences, develop students’ social and motor skills, and increase their motivation to learn and develop individually (Lavie Alon & Tal, ). The exhibit space of a science museum is also an appealing educational alternative to a school science classroom: hands‐on exhibits are novel, stimulating, evidence rich, multisensory, and fun conveying complex science ideas and phenomena in non‐traditional and engaging ways (Adams & Gupta, ). The environment of the science museum provides myriad personal choices, without any teachers forcing learners to do something unappealing, without curricular constraints, and without any testing or accountability (Allen, ), such museums can therefore be important resources for science learning (DeWitt & Osborne, ), especially for school students.…”

Project-Based Museum-School Partnerships in Support of Meaningful Student Interest- and Equity-Driven Learning Across Settings

“…Teachers who are committed to project-based learning, such as Mary and Colette, may be more inclined to seek out learning settings outside of their classrooms to enrich and support student learning (Adams & Gupta, 2015). The project-based musem-school partnerships featured in this article were open-ended, enabling the projects to be transformed in ways meaningful to students and driven by their interests.…”

“…The efforts regarding this should begin in teacher education programs. Student teachers could be encouraged to pursue an internship in an informal educational setting in addition to classroom settings to experience cross-setting learning firsthand (Adams & Gupta, 2015;Dionne & Deblois, 2011;Wallace, 2013). Pre-service projects and professional development centering on the co-design of activities with museums and youth would be another venue to pursue (Luehmann & Markowitz, 2007).…”

Establishing Partnerships for Science Outreach Inside and Outside the Undergraduate Classroom

“…Because outreach activities build student knowledge and confidence while linking participants with like-minded peers, these experiences can help students shape their science identity (9)(10)(11)(12)(13)(14). Broadly, public outreach allows undergraduates to develop an understanding of how to engage individuals from different backgrounds and experiences (15).…”