Browse > Article
http://dx.doi.org/10.14697/jkase.2014.34.6.0559

An Analysis of Teaching Strategies of Science Teacher's Teaching in Science Museum  

Han, Moonjung (Seoul National University)
Yang, Chanho (Seoul National University)
Noh, Taehee (Seoul National University)
Publication Information
Journal of The Korean Association For Science Education / v.34, no.6, 2014 , pp. 559-569 More about this Journal
Abstract
In this case study, we investigated teaching strategies of science teacher's teaching in science museum. Two secondary science teachers who completed a teacher training course on teaching in science museums participated in this study. We conducted interviews about their perceptions on teaching in science museum and their teaching plans before teaching. Then, we observed and recorded their teaching practices in the science museum throughout one semester, and collected all of the teaching materials. The interviews were also conducted after every lessons and at the end of the semester. For the analysis of teaching strategies, we used a framework that was revised from the framework for museum practice (FMP). The analysis of results revealed that the teachers understood the significance of planning the activities in a series of pre-visit, during-visit, and post-visit, so that they structured their teaching as continuous activities, not as an one-time event. However, they showed differences in the extent of connecting the activities with the national science curriculum according to their teaching objectives. In addition, there were differences in strategies such as promoting social interaction, evoking students' curiosity and interest, providing students with choices and control, and inducing engagement and challenge depending on each teacher's perceptions and experiences on teaching in science museum. These results suggest that science teacher education for the professional development of teaching in science museum should systematically provide knowledge and experiences on teaching strategies based on appropriate perceptions on teaching in science museum.
Keywords
teaching in science museum; teaching strategy; framework for museum practice;
Citations & Related Records
Times Cited By KSCI : 4  (Citation Analysis)
연도 인용수 순위
1 National Research Council (2001). Inquiry and the national science education standards: A guide for teaching and learning. Washington, DC.: National Academic Press.
2 Orion, N. (1993). A model for the development and implementation of field trips as an integral part of the science curriculum. School Science and Mathematics, 93(6), 325-331.   DOI   ScienceOn
3 Price, S., & Hein, G. E. (1991). More than a field trip: Science program for elementary school groups at museums. International Journal of Science Education, 13(5), 505-519.   DOI   ScienceOn
4 Ramey-Gassert, L. (1997). Learning science beyond the classroom. Elementary School Journal, 97(4), 433-450.   DOI   ScienceOn
5 Ramey-Gassert, L., & Walberg, H. J. (1994). Reexamining connections: Museums as science learning environments. Science Education, 78(4), 345-363.   DOI   ScienceOn
6 Rebar, B. M. (2009). Evidence, explanations, and recommendations for teachers' field trip strategies. Unpublished doctoral dissertation, Oregon State University.
7 Rennie, L., & McClafferty, T. (1995). Using visits to interactive science and technology centers, museums, aquaria, and zoos to promote learning in science. Journal of Science Teacher Education, 6(4), 175-185.   DOI   ScienceOn
8 Tal, T., & Morag, O. (2007). School visits to natural history museums: Teaching or enriching? Journal of Research in Science Teaching, 44(5), 747-769.   DOI
9 Tran, L. U. (2007). Teaching science in museums: The pedagogy and goal of museum educator. Science Education, 91(2), 201-345.   DOI   ScienceOn
10 Wolins, I. S., Jensen, N., & Ulzheimer, R. (1992). Children's memories of museum field trips: A qualitative study. Journal of Museum Education, 17(2), 17-27.
11 Han, J., Lee, C., Yi, H., & Noh, T. (2006). Teachers' perceptions of cooperative learning in science instructions. The Journal of Yeolin Education, 14(3), 103-117.
12 Han, J., & Noh, T. (2002). Students' perceptions on small group activities in science classes and the relationship with personality. Journal of the Korean Association for Science Education, 22(3), 499-507.   과학기술학회마을
13 Han, J., Sim, J., Ryu, S., Ihm, H., & Choi, J. (2008). Development through a teachers' association: Analysis of teachers' interactions in an experiment festival. Journal of Research in Subject Matter Education, 12(2), 397-411.
14 Han, M., Yang, C., & Noh, T. (2010). Perceptions and educational needs of teachers for instructions for using the science museum. Journal of the Korean Association for Science Education, 30(8), 1060-1074.   과학기술학회마을
15 Hofstein, A., & Rosenfeld, S. (1996). Bridging the gap between formal and informal science learning. Studies in Science Education, 28(1), 87-112.   DOI
16 Kisiel, J. (2003). Teachers, museums and worksheets: A closer look at the learning experience. Journal of Science Teacher Education, 14(1), 3-21.   DOI   ScienceOn
17 Kwak, Y. (2001). Science teachers' diagnoses of cooperative learning in the field. Journal of the Korean Earth Science Society, 22(5), 360-376.   과학기술학회마을
18 Mortensen, M., & Smart, K. (2007). Free-choice worksheets increase students' exposure to curriculum during museum visit. Journal of Research in Science Teaching, 44(9), 1389-1414.   DOI   ScienceOn
19 Nam, J., Lee, S., Lim, J., & Moon, S. (2010). An analysis of change in beginner science teacher's classroom interaction through mentoring program. Journal of the Korean Association for Science Education, 30(8), 953-970.   과학기술학회마을
20 Chang, H., & Lee, H. (2008). Discourse analysis of pre-service science teachers and students in science museums and its implication for teacher education. Journal of Korean Elementary Science Education, 27(3), 211-220.   과학기술학회마을
21 Cox-Petersen, A. M., & Pfaffinger, J. A. (1998). Teacher preparation and teacher-student interactions at a discovery center of natural history. Journal of Elementary Science Education, 10(2), 20-35.   DOI
22 Dalton, S., & Tharp, R. (2002). Standards for pedagogy: Research, theory, and practice. In G. Wells & G. Claxton (Eds.), Learning for life in the 21st century (pp. 181-194). Cambridge: Blackwell Publishers.
23 DeWitt, J., & Osborne, J. (2007). Supporting teachers on science-focused school trip: Toward an integrated framework of theory and practice. International Journal of Science Education, 29(6), 685-710.   DOI   ScienceOn
24 Falk, J. H., & Dierking, L. D. (2000). Learning from museum: Visitor experience and the making of meaning. Walnut Creek, CA: Altamira Press.
25 Gilbert, J., & Priest, M. (1997). Model and discourse: A primary school science class visit to a museum. Science Education, 81(6), 749-762.   DOI
26 Griffin, J. (1998). Learning science at specialized hands-on science centers. The Australian Science Teachers Journal, 34(4), 35-40.
27 Griffin, J., & Symington, D. (1997). Moving from task-oriented to learning-oriented strategies on school excursions to museums. Science Education, 81(6), 763-779.   DOI
28 Anderson, D., & Lucas, K. B. (1997). The effectiveness of orienting students to the physical features of a science museum prior to visitation. Research in Science Education, 27(4), 485-495.   DOI
29 Guisasola, J., Morentin, M., & Zuza, K. (2005). School visit to science museum and learning science: A complex relationship. Physics Education, 40(6), 544-549.   DOI
30 Gutwill, J. P., & Allen. S. (2012). Deepening students' scientific inquiry skills during a science museum field trip. Journal of the Learning Sciences, 21(1), 130-181.   DOI
31 Ault, C., & Nagel, N. (1997). Teachers and science museums: Creating interest in science. Science Education International, 8(1), 33-37.
32 Bamberger, Y., & Tal, T. (2007). Learning in a personal context: Levels of choice in a free choice learning environment in science and natural history museums. Science Education, 91(1), 75-95.   DOI   ScienceOn
33 Wells, G. (1999). Dialogic inquiry: Toward a sociocultural practice and theory of education. Cambridge: Cambridge University Press.