Learning and Engagement through Natural History Museums

Autor/inn/en	Mujtaba, Tamjid; Lawrence, Martin; Oliver, Mary; Reiss, Michael J.
Titel	Learning and Engagement through Natural History Museums
Quelle	In: Studies in Science Education, 54 (2018) 1, S.41-67 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mujtaba, Tamjid)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7267
DOI	10.1080/03057267.2018.1442820
Schlagwörter	Teaching Methods; Museums; Science Instruction; School Community Programs; History; Scientific Concepts; Educational Technology; Technology Uses in Education; Relevance (Education); Informal Education; Partnerships in Education; Exhibits; Faculty Development; Foreign Countries; United States; United Kingdom + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Museum; Museumswesen; Museen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Geschichte; Geschichtsdarstellung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Relevance; Relevanz; Informelle Bildung; Nichtformale Bildung; Hochschulpartnerschaft; Ausland; USA; Großbritannien
Abstract	This review examines how natural history museums (NHMs) can enhance learning and engagement in science, particularly for school-age students. First, we describe the learning potential of informal science learning institutions in general, then we focus on NHMs. We review the possible benefits of interactions between schools and NHMs, and the potential for NHMs to teach about challenging issues such as evolution and climate change and to use digital technologies to augment more traditional artefacts. We conclude that NHMs can provide students with new knowledge and perspectives, with impacts that can last for years. Through visits and their on-line presence, NHMs can help students see science in ways that the school classroom rarely can, with opportunities to meet scientists, explore whole topic exhibitions, engage with interactive displays and employ digital technologies both "in situ" and to support learning in the school science classroom. Although these interactions have the potential to foster positive cognitive, affective and social outcomes for students, there is a lack of reliable measures of the impact of NHM experiences for students. Opportunities to foster relationships between NHM staff and teachers through professional development can help articulate shared goals to support students' learning and engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01