Using visits to interactive science and technology centers, museums, aquaria, and zoos to promote learning in science

Rennie, Léonie J.; McClafferty, T.

doi:10.1007/bf02614639

Cited by 139 publications

(96 citation statements)

References 58 publications

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“…As Muse, Chiarelott, and Davidman (1982) indicated, the key to successful field trips is the teacher's capability in organizing, sequencing, focusing and evaluating the event for the needs of each student, and in providing an experience consistent with the outcomes desired. Rennie and McClafferty's (1995) answer to the question what teachers do during their class visit is the same answer we give for Israeli teachers. Most of them passively follow the museum guide, help with keeping the order, and watch their students.…”

Section: Discussionmentioning

confidence: 88%

“…There are several reasons for taking school children to museums: science enrichment, increase exposure to science, social experience and entertainment, and having concrete experiences with abstract and complex phenomena (Griffin, 2004;Michie, 1998;Olstad & Kubota, 1991;Orion, 1993;Orion & Hofstein, 1994;Rennie & McClafferty, 1995, 1996. Unfortunately, the majority of the teachers who were interviewed for this study could not specify the reasons for their visit.…”

Section: Discussionmentioning

confidence: 99%

“…Museums that emphasize science and technology have been especially busy; perhaps because of the central place allocated to science and technology in the curriculum in many countries (Falk & Dierking, 2000;Gilbert & Priest, 1997;Griffin, 2004). Many museum programs are developed to reinforce, support, and complete the science curriculum (Rennie & McClafferty, 1995, 1996. Teachers believe that museum visits stimulate interest and motivation in science and develop scientific and social skills ( Michie, 1998).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

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Guided school visits to natural history museums in Israel: Teachers' roles

2005

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ABSTRACT:Museums are favorite and respected resources for learning worldwide. In Israel, there are two relatively large science centers and a number of small natural history museums that are visited by thousands of students. Unlike other countries, studying museum visits in Israel only emerges in the last few years. The study focused on the roles and perceptions of teachers, who visited four natural history museums with their classes. The study followed previous studies that aimed at understanding the role teachers play in class visits

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Section: Discussionmentioning

confidence: 88%

Section: Discussionmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

See 1 more Smart Citation

Guided school visits to natural history museums in Israel: Teachers' roles

2005

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“…In the case of young visitors, they just need to recognize how the science entertains them; then, the youngs will be willing to major in science and devote themselves to the subject in the future (She, 1995;Kim et al, 2012). It can be said that the most important function of science museums is to interest children and adolescents, which is why every science museum aims to present pleasing exhibits with amusing explanation signs (Boisvert & Slez, 1995;Rennie & McClafferty, 1995).…”

Section: Discussionmentioning

confidence: 99%

Comic Strips to Accompany Science Museum Exhibits

Chung¹,

Park²,

Kim³

et al. 2016

JEL

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Science museums make the effort to create exhibits with amusing explanations. However, existing explanation signs with lengthy text are not appealing, and as such, visitors do not pay attention to them. In contrast, conspicuous comic strips composed of simple drawings and humors can attract science museum visitors. This study attempted to reveal whether comic strips contribute to science exhibitions. More than 20 comic strips were chosen that were associated with exhibits in a science museum. The individual episodes were printed out and placed beside the corresponding exhibits. A questionnaire was administered to museum visitors to evaluate the effects of the comic strips. Most visitors responded that the comic strips were helpful in understanding the exhibits and in familiarizing themselves with the science. Participants also described the comic strips' deficiencies which will be considered for future revisions. Comic strips are likely to enhance interest in and comprehension of science exhibitions. Furthermore, these strips are expected to enrich science museums in various ways such as establishing their uniqueness.

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“…It is the teacher who must typically negotiate between ISI and school settings to access and use the variety of resources provided by the informal learning institution, effectively blend them into the curriculum, and ultimately create a successful learning opportunity for the class. It is important to recognize that there is a body of evidence, much of it focusing on school field trips, indicating that school-ISI interactions can indeed support student learning and that certain pedagogical strategies can be used for creating beneficial science learning experiences (see, e.g., Anderson & Lucas, 1997;Bamberger & Tal, 2007;Falk, Martin, & Balling, 1978;Gennaro, 1981;Griffin, 1994;Kubota & Olstad, 1991;Orion, 1993;Rennie & McClafferty, 1995;Storksdieck, Werner, & Kaul, 2005). Several studies suggest, however, that these research efforts are not effectively informing teacher practice within the museum setting (Anderson, Kisiel, & Storksdieck, 2006;DeWitt & Storksdieck, 2008;Griffin & Symington, 1997;Kisiel, 2005Kisiel, , 2007Storksdieck et al, 2005).…”

Section: Introduction the Possibilities Of Collaboration Between Schomentioning

confidence: 99%

Exploring a school–aquarium collaboration: An intersection of communities of practice

Kisiel¹

2009

Science Education

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This study examines the development and ongoing activities of a collaboration between an urban elementary school and a nearby aquarium. Although the benefits of such collaborations in support of science education are touted by numerous national organizations, the pathway to creating a successful relationship between these two different institutions, with inherently different cultures, is less well documented. Using the theoretical framework of communities of practice (E. Wenger, 1998), a better understanding of the challenges and successes of this collaboration is presented. In particular, the analysis suggests that participant engagement in both communities (school and aquarium) led to the development of an overlap in these communities of practice. This resulted when common forms of mutual engagement, joint enterprise, and shared repertoire emerged over the course of the project. Consistent with Wenger's framework, boundary objects and brokers could be identified that helped secure such overlap in this particular case. Implications of this theoretical perspective for facilitating the development of such institutional collaborations are also discussed.

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Using visits to interactive science and technology centers, museums, aquaria, and zoos to promote learning in science

Cited by 139 publications

References 58 publications

Guided school visits to natural history museums in Israel: Teachers' roles

Guided school visits to natural history museums in Israel: Teachers' roles

Comic Strips to Accompany Science Museum Exhibits

Exploring a school–aquarium collaboration: An intersection of communities of practice

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