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.
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Citation for this contribution: Pringle, R. (2007). Museum, history and science education: Extending the conversation. Cultural Studies of Science Education, 2.
Citation for this contribution: Bevan, B. (2007). Transformation and the third space of school–museum collaborations. Cultural Studies of Science Education, 2.
Citation for this contribution: Adams, J. (2007). Identity, passivity and science education in the museum. Cultural Studies of Science Education, 2.
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Adams, J.D. The historical context of science and education at the American Museum of Natural History. Cult.Scie.Edu. 2, 393–440 (2007). https://doi.org/10.1007/s11422-007-9059-8
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DOI: https://doi.org/10.1007/s11422-007-9059-8