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Descriptors:
Prior Learning; Social Studies; Death; History Instruction; Teaching Methods; Units of Study; Guidelines; Museums; European History; Jews; War

Abstract:
Students often bring considerable prior information about the Holocaust to their study of the event, with much of that knowledge being inaccurate or incomplete. In addition, the Shoah's complexity necessitates that teachers establish a well-defined framework as they introduce the topic to their students. This article outlines an opening lesson for a Holocaust unit in which students develop a definition of the event by completing a multistep process that deconstructs the United States Holocaust Memorial Museum's definition of the Shoah. Through this process, teachers gain valuable information about students' prior knowledge while establishing a structured approach to the teaching of the event. In addition, students' content knowledge of the Shoah is expanded as critical topics about the event are introduced at the start of their study of the topic. (Contains 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Adult Learning; Learning Theories; Adult Development; Transformative Learning; Informal Education; Cultural Centers; Popular Culture; Mass Media Effects; Identification; Museums

Abstract:
The authors examine the modernist underpinnings of traditional adult learning and development theories and evaluate elements of those theories through more contemporary lenses. Drawing on recent literature focused on "public pedagogy," the authors argue that much learning takes place outside of formal educational institutions. They look beyond modernist narratives of adult development and consider the possible implications for critical adult learning occurring in and through contemporary fragmented, digital, media-saturated culture. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Museums; Nonschool Educational Programs; Learning; Schools; Educational Improvement; Professional Development; Professional Identity; Teachers; Action Research; Foreign Countries

Abstract:
It seems uncontroversial to claim that museums are unique places of interest with the potential to inspire learners, yet what this means and how it is managed are complex questions. Museum educators' work is currently shaped by accountability requirements typically expressed as visitor targets. Centralised teaching and learning initiatives are presented as "good practice". In opposition to these factors, the action research inquiry discussed here set out to enable the participants to research and reflect upon the challenges of their individual contexts, and to develop ideas for practice that were "bespoke". Deliberation on particular predicaments raised important issues, such as the relationship between schools and museums; the educational value of museums to schools; and the distinctive nature of museum pedagogy. A group of museum educators began with the question: "How can we support teachers in integrating learning in a museum, with the school curriculum, to help raise pupil attainment"? The paper tells the story of the project and includes reflections on the use of action research as a method of personal professional development and organisational problem-solving. (Contains 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Museums; Research Methodology; Data Analysis; Communities of Practice; Educational Practices; Young Children; Early Childhood Education; Participatory Research; Action Research; Program Development; Educational Innovation; Partnerships in Education; Educational Cooperation; Program Effectiveness; Program Evaluation; Constructivism (Learning); Performance Factors; Preschool Education; Cooperative Programs

Abstract:
This study explores the integration of two key ideas and working frameworks: a community of educational practice formed by the synergy between a natural history museum and a university department of pre-school education, which undertook participatory action research aimed at the creation of innovative museum programmes for young children. Data analysis and the evaluation of the research process show that the community was able to bring its situated knowledge into question and interrogate propositional knowledge by means of re-evaluating the learning targets, the nature of children's activity, the nature of interaction between adults and learners, and the nature of resources used in existing and newly designed programmes offered to young children. Participatory action research enabled the community to monitor the implementation of theory with scientific rigour and formulate a new "knowledge strategy", which in theoretical terms will guide future developments. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Sciences; Museums; Foreign Countries; Science Instruction; Toys; Science Education; Science Curriculum; Hands on Science; Buddhism; Scientific and Technical Information

Abstract:
This article focuses on some of the intersections of two worldviews: Western modern science and a Buddhism-based way of life in Thailand. It enters the debate on the place and practice of Indigenous forms of knowledge and the clashes with formal science education curricula. Our goal is "balanced bi-gnosis": the possession of, and proficiency in, two distinct knowledge systems, rejecting syncretic forms or integration of these knowledge systems. The examples discussed are drawn from Thailand's National Science Museum and, in particular, from the museum's work in the traditional Thai technology gallery using visitors' hands-on activities with toys. (Contains 8 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Preservice Teachers; Elementary School Teachers; Preservice Teacher Education; Informal Education; Science Instruction; Assignments; Museums; Recreational Facilities; Student Attitudes; Attitude Change

Abstract:
Informal science education institutions (ISEIs), such as museums, aquariums, and nature centers, offer more to teachers than just field trip destinations--they have the potential to provide ideas for pedagogy, as well as support deeper development of teachers' science knowledge. Although there is extensive literature related to teacher/museum interactions within the context of the school field trip, there is limited research that examines other ways that such institutions might support classroom teachers. A growing number of studies, however, examine how incorporating such ideas of connections of ISEIs to pre-service teacher education might improve teacher perceptions and awareness. Pre-service elementary teachers enrolled in a science methods class participated in a semester-long assignment which required participation in their choice of activities and events (workshops, field trips, family day activities) conducted at local ISEIs. Students generally saw this embedded assignment as beneficial, despite the additional out-of-class time required for completion. Comparison of pre-/post-class responses suggested that teachers shifted their perceptions of ISEIs as first and foremost as places for field trips or hands-on experiences, to institutions that can help teachers with classroom science instruction. Although basic "awareness" of the existence of such opportunities was frequently cited, teachers also recognized these sites as places that could enhance their teaching, either by providing materials/resources for the classroom or by helping them learn (content and pedagogy) as teachers. Implications for practice, including the role of ISEIs in teacher preparation and indication, are also discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Sciences; Museums; Learning; Mexicans; Family (Sociological Unit); Informal Education; Social Environment; Cultural Context; Social Influences; Cultural Influences; Case Studies

Abstract:
Latin American audiences living in their countries of origin are poorly understood as museum learners due to the scarcity of research in this field. Through a case study approach, I investigate and report on the ways of learning of 20 Mexican family groups. In particular, I examine the influence of the Mexican sociocultural context on the participant family members' learning outcomes from a Mexican science museum. Conducted in Universum Museo de las Ciencias, a science museum located in Mexico City, this research study is based on the premise that understanding the role of the sociocultural elements of learning is essential to understanding the nature of learning in museums. The cognitive and social outcomes of the participants are discussed in the light of the sociocultural elements that define Mexicans as museum learners. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Museums; Critical Theory; Informal Education; Exhibits; Social Bias; Cultural Influences; Foreign Countries

Abstract:
Paulo Freire's notion that education is politics is well known to readers involved in areas of critical education, and thus a detailed rehearsal of the burgeoning literature illustrating and elaborating on this view is not necessary. After all, this view has a very long, albeit repressed, history, which anticipates Freire and those who took up the legacy of his thought and action; suffice to mention, for example, work connected with "independent working class education" (Simon 1992; Waugh 2009). Significant for the author's purposes, however, is that an approach to education--such as Freire's, which fore-grounds the histories and unique experiences of industrial working class and other subaltern groups--is capacious and yet critical enough to incorporate several sites of learning, including libraries, coffee shops (as in Cyprus), mining pits ("reading "Capital" in the pit") and sporting arenas. In this article, the author wants to extend this notion of education to include museums, which he suggests are an important and productive site for practicing critical pedagogy. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Libraries; Archives; Cultural Background; Museums; Environmental Education; Library Materials; Researchers; Surveys

Abstract:
This article presents results from an IMLS-funded project to evaluate the current state of collections in Florida's libraries, archives, and museums, current practices to preserve and conserve these collections, and perceived needs to maintain and improve these collections for future generations. The survey, modeled after the Heritage Health Index national survey, demonstrated that many of Florida's collections are in desperate need of conservation and preservation and indicate a clear need for an increased effort to guarantee the continued safety of and access to these collections. In addition to providing data on Florida's collections, the results of this study have national implications that will help researchers, professionals, administrators, government agencies, and the general public better understand the nature of collecting agencies and the long-term requirements for the continued preservation and conservation of the nation's natural and cultural heritage. (Contains 13 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Prior Learning; Animals; Museums; Video Technology; Exhibits; Family Involvement; Cognitive Processes; Science Process Skills; Logical Thinking; Interaction; Science Education; Children; Adolescents; Recreational Facilities; Teaching Methods

Abstract:
While the opportunity to engage in scientific reasoning has been identified as an important aspect of informal science learning (National Research Council, 2009), most studies have examined this strand of science learning within the context of physics-based science exhibits. Few have examined the presence of such activity in conjunction with live animal exhibits at zoos and aquariums. A video study of 41 families at four touch-tank exhibits, where visitors can observe and interact with live marine species, revealed that families engaged in making claims, challenging claims, and confirming claims as well as other actions associated with scientific reasoning such as applying prior knowledge, making and testing predictions and hypotheses, and constructing arguments. We provide examples of scientific reasoning and examine the role of claims in promoting scientific reasoning. Implications for rethinking learning opportunities and interpretational approaches at touch tanks, as well as examination of the unique characteristics of these and similar exhibits, are discussed. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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