The historical context of science and education at the American Museum of Natural History

Abstract

In this article I critically examine the historical context of science education in a natural history museum and its relevance to using museum resources to teach science today. I begin with a discussion of the historical display of race and its relevance to my practice of using the Museum's resources to teach science. I continue with a critical review of the history of the education department in a natural history museum to demonstrate the historical constitution of current practices of the education department. Using sociocultural constructs around identity formation and transformation, I move to the present with a case study of a teacher who transforms the structure of science education in her classroom and school as a result of her identity transformation and association with a museum-based professional education program.

Accessing the elite figured world of science

“…While dedicated to working with local communities and schools since its inception (i.e. Adams 2007), it is perceived as elite because of the grandeur of its building, its physical location in a wealthier neighborhood, and its long history of housing the research of world-renowned scientists. Programs like SciCafes specifically aim to break that perception of eliteness and make both the building, the content, and the scientists more accessible.…”

Sociocultural frameworks of conceptual change: implications for teaching and learning in museums

“…It is those power issues that determine what is displayed, how it is displayed, what Conceptual change in museums 437 educational programs are associated with which exhibits, and the nature of the associated printed material. Additionally, there is a hierarchy of (scientific) knowledge that is inscribed by teachers and students on museums (Adams 2007), therefore there is a power structure that exists between schools and museums. Preeti: Museum environments, exhibits and staff can create very affective climates for learning.…”

“…Teachers develop a professional identity as being a certain ''kind of teacher'' (Gee 2001) based on the resources they access and the structures they create for teaching and learning, which can include using out-of-classroom resources like museums. These are teachers who have had positive learning experiences in museums (from professional education and/or personal visits), and come to associate the museum with these positive emotions, and desire to recreate these experiences for their students (Adams 2007). Leuhmann (2007) discusses the ''emotional risk'' that teachers take when implementing reform-minded practices and the need for safe places for teachers to practice a reform-minded teaching identity, ''one that focuses on student understanding and use of scientific knowledge, ideas, and inquiry processes'' (Leuhmann 2007, p. 825).…”

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

“…Programs designed for educators and students often focus on using the resources available to teach and learn science. As such, ISIs have a long history of working with K‐12 education, both for school programs and teacher education (Adams, ). In this article, we describe how ISIs become relevant and critical partners for supporting science teacher preparation when teacher candidates are positioned as both learners and teachers who access and appropriate different resources within an ISI to feed their continually transforming teaching identity.…”