Skip to main content

Introducing Future Teachers to Science Beyond the Classroom

Journal of Science Teacher Education volume 24, pages 67–91 (2013)Cite this article

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.

This is a preview of subscription content, access via your institution.

Access options

Buy single article

Instant access to the full article PDF.

USD 39.95

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Notes

  1. It is worth noting that the term ‘informal learning’ is used by many researchers and practitioners in the museum and education fields to refer to learning that occurs in out-of-school settings, in contrast to the more ‘formal’ settings of the classroom (see for example Gutwill and Allen 2012; Leinhardt and Knutson 2004; Phillips et al. 2007; Tal and Morag 2007). Other terms such as ‘free-choice learning’ (reflecting the role of the learner) and ‘out-of-school-time learning’ (reflecting learning happening beyond the school day) are also used to refer to learning activities beyond the classroom (Bodilly and Beckett 2005; Falk and Dierking 2010; Schwartz and Noam 2007). While there are merits to each of these terms, a full discussion of the terminology used within the field is beyond the scope of this paper.

  2. It is also important to note that the activities in which teachers engage as part of their interactions with these institutions (ISEIs) are typically more formal in character (e.g., field trips, professional development sessions) involving more structured activities often with specific desired content learning outcomes and limited learner choice. This investigation focuses more on the environments—or institutions—where learning and teaching opportunities for K-12 teachers lie, rather than the characteristics of the learner’s participation (e.g., formal vs. informal or free-choice).

References

  • Anderson, D., Kisiel, J., & Storksdieck, M. (2006a). School field trip visits: Understanding the teacher’s world through the lens of three international studies. Curator, 49(3), 365–386.

    Article  Google Scholar 

  • Anderson, D., Lawson, B., & Mayer-Smith, J. (2006b). Investigating the impact of a practicum experience in an aquarium on pre-service teachers. Teaching Education, 17(4), 341–353.

    Article  Google Scholar 

  • Bevan, B., & Semper, R. J. (2006). Mapping informal science institutions onto the science education landscape. Center for Informal Learning and Schools. Retrieved from http://cils.exploratorium.edu/resource_shared/downloads/4229/Mapping%20Informal%20Science%20Instituions%20onto%20the%20Science%20Eductaion%20Landscape.pdf.

  • Bodilly, S., & Beckett, M. K. (2005). Making out-of-school-time matter: Evidence for an action agenda. Santa Monica, CA: RAND Corporation.

    Google Scholar 

  • 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.

    Article  Google Scholar 

  • DeWitt, J., & Storksdieck, M. (2008). A short review of school field trips: Key findings from the past and implications for the future. Visitor Studies, 11(2), 181–197.

    Article  Google Scholar 

  • Dorph, R., Shields, P., Tiffany-Morales, J., Harty, A., & McCaffrey, T. (2011). High hopes-few opportunities: The status of elementary science education in California. Sacramento, CA: The Center for the Future of Teaching and Learning at WestEd.

    Google Scholar 

  • Falk, J. H., & Dierking, L. D. (2010). The 95 percent solution. American Scientist, 98(6), 486–493.

    Article  Google Scholar 

  • Griffin, J. (2010). Embedded learning and teaching inside and outside the classroom. Paper presented at the meeting of the National Association for Research in Science Teaching, Philadelphia, PA.

  • Griffin, J., & Symington, D. (1997). Moving from task-oriented to learning-oriented strategies on school excursions to museums. Science Education, 81(6), 763–779.

    Article  Google Scholar 

  • Gutwill, J., & Allen, S. (2012). Deepening students’ scientific inquiry skills during a science museum field trip. Journal of the Learning Sciences, 21(1), 130–181.

    Article  Google Scholar 

  • Institute of Museum and Library Services. (2005). Charting the landscape, mapping new paths: Museums, libraries, and K-12 learning. Washington, DC: IMLS.

    Google Scholar 

  • Jung, M. L., & Tonso, K. L. (2006). Elementary preservice teachers learning to teach science in science museums and nature centers: A novel program’s impact on science knowledge, science pedagogy, and confidence teaching. Journal of Elementary Science Education, 18(1), 15–32.

    Article  Google Scholar 

  • Kisiel, J. (2003). Teachers, museums and worksheets: A closer look at a learning experience. Journal of Science Teacher Education, 14(1), 3–21.

    Article  Google Scholar 

  • Kisiel, J. (2005). Understanding elementary teacher motivations for science fieldtrips. Science Education, 89(6), 936–955.

    Article  Google Scholar 

  • Kisiel, J. (2006). An examination of fieldtrip strategies and their implementation within a natural history museum. Science Education, 90(3), 434–452.

    Article  Google Scholar 

  • Kisiel, J. (2007). Examining teacher choices for science museum visits. Journal of Science Teacher Education, 18, 29–43.

    Article  Google Scholar 

  • Kisiel, J. (2010). Exploring a school-aquarium collaboration: An intersection of communities of practice. Science Education, 94(1), 95–121.

    Google Scholar 

  • Kisiel, J. (2011). Why so hard? Gaining insights from schoolteachers and informal science education staff regarding teacher use of ISE resources. Paper presented at the meeting of the National Association for Research in Science Teaching, Orlando, FL.

  • Leinhardt, G., & Knutson, K. (2004). Listening in on museum conversations. Walnut Creek, CA: Alta Mira Press.

    Google Scholar 

  • Luft, J. A., Roehrig, G. H., & Patterson, N. C. (2003). Contrasting landscapes: A comparison of the impact of different induction programs on beginning secondary science teachers’ practices, beliefs, and experiences. Journal of Research in Science Teaching, 40(1), 77–97.

    Article  Google Scholar 

  • National Research Council. (1996). National science education standards. Washington, DC: National Academies Press.

    Google Scholar 

  • National Research Council. (2009). Learning science in informal environments: People, places and pursuits. Board of Science Education, Center for Education. Washington, DC: The National Academies Press.

  • National Science Board. (2007). A national action plan for addressing the critical needs of the U.S. science, technology, engineering and mathematics education system. Retrieved from http://www.nsf.gov/nsb/documents/2007/stem_action.pdf.

  • 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(3), 155–173.

    Article  Google Scholar 

  • Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376–407.

    Article  Google Scholar 

  • Pajares, F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 301–332.

    Google Scholar 

  • Patrick, H., & Pintrich, P. R. (2001). Conceptual change in teachers’ intuitive conception of learning, motivation, and instruction: The role of motivational and epistemological beliefs. In R. J. Sternberg (Ed.), Understanding and teaching the intuitive mind: Student and teacher learning (pp. 117–143). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • 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.

    Article  Google Scholar 

  • Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211–227.

    Article  Google Scholar 

  • Schwartz, S., & Noam, G. (2007). Commissioned paper for the National Academy of Sciences Committee on Learning Science in informal environments, Washington, DC. http://www7.nationalacademies.org/bose/Schwartz_abd_Noam_Commissioned_Paper.pdf.

  • Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41(3), 681.

    Article  Google Scholar 

  • Strauss, S. (2001). Folk psychology, folk pedagogy, and their relations to subject-matter knowledge. In B. Torff & R. J. Sternberg (Eds.), Understanding and teaching the intuitive mind: Student and teacher learning. Mahwah, NJ: Lawrence Erlbaum and Associates.

  • Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage Publications.

  • Tal, R. T. (2001). Incorporating field trips as science learning environment enrichment—an interpretive study. Learning Environments Research, 4(1), 25–49.

    Article  Google Scholar 

  • Tal, R., Bamberger, Y., & Morag, O. (2005). Guided school visits to natural history museums in Israel: Teachers’ roles. Science Education, 89(6), 920–935.

    Article  Google Scholar 

  • Tal, T., & Morag, O. (2007). School visits to natural history museums: Teaching or enriching? Journal of Research in Science Teaching, 44(5), 747–769.

    Article  Google Scholar 

  • Tal, T., & Steiner, L. (2006). Patterns of teacher-museum staff relationships: School visits to the educational centre of a science museum. Canadian Journal of Science, Math & Technology Education, 6(1), 25–46.

    Article  Google Scholar 

  • Tilgner, P. J. (1990). Avoiding science in the elementary school. Science Education, 74(4), 421–431.

    Article  Google Scholar 

  • Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54(2), 143–178.

    Google Scholar 

  • Wheatley, K. F. (2002). The potential benefits of teacher efficacy doubts for educational reform. Teaching and Teacher Education, 18(1), 5–22.

    Article  Google Scholar 

Download references

Acknowledgments

The authors would also like to thank graduate students Tamara Galvan and Terrence Hegamin for their assistance with data management and analysis. Additional thanks go to the pre-service teachers whose comments led to the ideas presented here.

Author information

Authors and Affiliations

  1. Department of Science Education, California State University, Long Beach, Long Beach, CA, 90840, USA

    James Kisiel

Authors
  1. James Kisiel
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to James Kisiel.

Appendices

Appendix 1

See Table 4.

Table 4 Community science activities available during study
Full size table

Appendix 2

Student Questions for Investigation

Pre-semester Survey Questions

  1. 1.

    Describe, in a few sentences, how you think community institutions like museums, zoos, parks, and professional organizations might be able to help you as a new (science) teacher?

Post-semester Survey Questions

  1. 1.

    Describe, in a few sentences, how you think community institutions like museums, zoos, parks, and professional organizations might be able to help you as a new (science) teacher?

  2. 2.

    To what extent have your ideas about the usefulness of community science institutions and their resources changed over the course of the semester?

    • My ideas about community science resources are much more positive

    • My ideas about community science resources are slightly more positive

    • My ideas about community science resources are about the same as before

    • My ideas about community science resources are slightly more negative

    • My ideas about community science resources are much more negative

  3. 3.

    Briefly explain how your experiences this semester changed the way you think about community science resources. Let us know if a particular event/assignment was especially useful.

About this article

Cite this article

Kisiel, J. Introducing Future Teachers to Science Beyond the Classroom. J Sci Teacher Educ 24, 67–91 (2013). https://doi.org/10.1007/s10972-012-9288-x

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10972-012-9288-x

Keywords

  • Pre-service teachers
  • Informal science
  • Museum
  • Field trip
  • Teacher beliefs