Advertisement

PRIMARY AND SECONDARY TEACHERS’ IDEAS ON SCHOOL VISITS TO SCIENCE CENTRES IN THE BASQUE COUNTRY

  • Maite MorentinEmail author
  • Jenaro Guisasola
Article

Abstract

In recent decades, research has shown the challenge posed to teachers by science education in informal contexts such as science museums or centres. In addition, there is consensus that in the case of pupils visiting a science centre, learning improves when the visit is connected to the classroom curriculum, so the teachers’ involvement in preparing a visit is essential. In this work, we present research into primary and secondary school teachers’ behaviour when preparing a school visit to the ‘Eureka Science Museum’ in San Sebastián. Semistructured interviews were conducted for 158 teachers (87 from primary and 71 from secondary education). The results show that most teachers who visit this centre with their class group scarcely prepare for the visit, i.e. they do not have a clear idea of how to use the museum as an informal resource for learning about science.

Key words

primary and secondary education school visits to science museums teachers’ conceptions 

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

Supplementary material

References

  1. Abd-El-Khalick, F. & Lederman, N. G. (2000). Improving science teachers’ conceptions of the nature of science: A critical review of the literature. International Journal of Science Education, 22(7), 665–701.CrossRefGoogle Scholar
  2. Bamberger, Y. & Tal, T. (2008). Multiple outcomes of class visits to natural history museums: The students’ view. Journal of Science Education and Technology, 17, 274–284.CrossRefGoogle Scholar
  3. Chin, C. (2004). Museum experience. A resource for science teacher education. International Journal of Science and Mathematics Education, 2, 63–90.CrossRefGoogle Scholar
  4. Cohen, L., Manion, L. & Morrison, K. (2007). Research methods in education. London: Routledge, Taylor and Francis Group.Google Scholar
  5. Cox-Petersen, A. M., Marsh, D. D., Kisiel, J. & Melber, L. M. (2003). Investigation of guided school tours, student learning and science reform recommendations at a museum of natural history. Journal of Research in Science Teaching, 40(2), 200–218.CrossRefGoogle Scholar
  6. Dewitt, J. & Osborne, J. (2007). Supporting teachers on science focused school trips: Towards an integrated framework of theory and practice. International Journal of Science Education, 29(6), 685–710.CrossRefGoogle Scholar
  7. Dierking, L. D., Falk, J. H., Rennie, L., Anderson, D. & Ellenbogen, K. M. (2003a). Policy statement of the informal science education and hoc committee. Journal of Research in Science Teaching, 40, 108–111.CrossRefGoogle Scholar
  8. Dierking, L. D., Luke, J. J. & Büchner, K. S. (2003b). Science and technology centres—rich resources for free-choice learning in a knowledge-based society. International Journal of Technology Management, 25(5), 441–459.CrossRefGoogle Scholar
  9. Diseño Curricular Base [DCB] (1992). Diseño curricular base de la Comunidad Autónoma del País Vasco: Educación Primaria, Educación Secundaria Obligatoria y Bachillerato. Vitoria-Gasteiz: Eusko Jaurlaritza-Gobierno Vasco.Google Scholar
  10. Falk, J. H. & Dierking, L. D. (1992). The museum experience. Washington, DC: Whalesback Books.Google Scholar
  11. Falk, J. H. & Dierking, L. D. (2000). Learning from museums: Visitor experiences and their making of meaning. Walnut Creek, CA: Altamira Press.Google Scholar
  12. Feher, E. & Rennie, L. (2003). Guest editorial. Journal of Research in Science Teaching, 40, 105–107.CrossRefGoogle Scholar
  13. Furió, C. & Carnicer, J. (2002). El desarrollo profesional del profesor de ciencias mediante tutorías de grupos cooperativos. Estudio de ocho casos. Enseñanza de las Ciencias, 20(1), 47–73.Google Scholar
  14. Griffin, J. (2004). Research on students and museums: Looking more closely at the students in school groups. Science Education, 88(1), 59–70.CrossRefGoogle Scholar
  15. Griffin, J. & Symington, D. (1997). Moving form task-oriented to learning-oriented strategies on school excursions to museums. Science Education, 81(6), 763–779.CrossRefGoogle Scholar
  16. Guisasola, J. & Morentin, M. (2005). Expectativas de los maestros en activo al visitar con sus alumnos el Kutxaespacio de la Ciencia. Internal report GIECMYT. University of the Basque Country.Google Scholar
  17. Guisasola, J., Solbes, J., Barragués, J. I., Morentin, M. & Moreno, A. (2009). Students’ understanding of the special theory of relativity and design for a guided visit to a science museum. International Journal of Science Education, 31(5), 2085–2104.Google Scholar
  18. Hein, G. E. (1998). Learning in the museum. New York: Routledge.Google Scholar
  19. Kisiel, J. (2006). An examination of fieldtrip strategies and their implementation within a natural history museum. Science Education, 90, 434–452.CrossRefGoogle Scholar
  20. Kvale, S. (1996). Interviews. An introduction to qualitative research interviewing. Thousand Oaks, CA: Sage.Google Scholar
  21. Lemelin, N. & Bencze, L. (2004). Reflection-on-action at a science and technology-museum: Findings from a university museum partnership. Canadian Journal of Science, Mathematics, and Technology Education, 4(4), 468–481.CrossRefGoogle Scholar
  22. Mellado, V. (2003). Cambio didáctico del profesorado de ciencias experimentales y filosofía de la ciencia. Enseñanza de las Ciencias, 21(3), 343–352.Google Scholar
  23. National Research Council [NRC] (1996). National science education standards. Washington, DC: National Academy Press.Google Scholar
  24. National Research Council [NRC] (2009). Learning science in informal environment: People, places and pursuits. Washington, DC: National Academy Press.Google Scholar
  25. Oliveira, A. W. (2009). Developing elementary teachers’ understanding of the discourse structure of inquiry-based science classrooms. International Journal of Science and Mathematics Education, 8, 247–269.CrossRefGoogle Scholar
  26. Olson, J. K., Cox-Petersen, A. M. & Mccomas, W. F. (2001). The inclusion of informal environments in science teacher preparation. Journal of Science Teacher Education, 12, 155–173.CrossRefGoogle Scholar
  27. Pedretti, E. (2002). T. Kuhn meets T. Rex: Critical conversations and new directions in science centres and science museums. Studies in Science Education, 37, 1–42.CrossRefGoogle Scholar
  28. Phillips, M., Finkelstein, D. & Wever-Frerichs, S. (2007). School site to museum floor: How informal science institutions work with schools. International Journal of Science Education, 29(12), 1489–1507.CrossRefGoogle Scholar
  29. Rennie, L. J. (2007). Learning science outside of school. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education. New York: Routledge.Google Scholar
  30. Rocard, M. (Chair) Csermely, P., Jorde, D., Lenzen, D., Walberg-Henriksson, H. & Hemmo, V. (2007). Science education now: A renewed pedagogy for the future of Europe. Brussels, Belgium: European Commission.Google Scholar
  31. Salmi, H. (2003). Science centres as learning laboratories: Experiences of Heureka, the Finnish Science Centre. International Journal of Technology Management, 25(5), 460–476.CrossRefGoogle Scholar
  32. Stengler, E. & Ares, F. (2002). Guía de Miramón Kutxaespacio de la Ciencia. San Sebastián, Spain: Miramón Kutxaespacio de la Ciencia Ed.Google Scholar
  33. Tal, R., Bamberger, Y. & Morag, O. (2005). Guided school visits to natural history museums in Israel: Teachers’ roles. Science Education, 89, 920–935.CrossRefGoogle Scholar
  34. Tal, T. & Morag, O. (2007). School visits to natural history museum: Teaching or enriching? Journal of Research in Science Teaching, 44, 747–769.CrossRefGoogle Scholar
  35. Tal, R. & Steiner, L. (2006). Patterns of teacher–museum staff relationships: School visits to the educational centre of a science museum. Canadian Journal of Science, Mathematics, and Technology Education, 6(1), 25–46.CrossRefGoogle Scholar
  36. White, R. & Gunstone, R. (1992). Probing understanding. London: The Palmer Press.Google Scholar

Copyright information

© National Science Council, Taiwan 2013

Authors and Affiliations

  1. 1.Teacher Training SchoolUniversity of the Basque CountryLeioaSpain
  2. 2.Department of Applied PhysicsUniversity of the Basque CountrySan SebastianSpain
  3. 3.Department of Didactics in Mathematics and Experimental SciencesUniversity of the Basque CountryLeioaSpain

Personalised recommendations