Understanding Facilitation Techniques for Hands-On Chemistry Activities

Autor/inn/en	Kollmann, Elizabeth Kunz; Anderson, Allison; Beyer, Marta; Velázquez, Hever; Bequette, Marjorie; Haupt, Gretchen; Weitzman, Owen
Titel	Understanding Facilitation Techniques for Hands-On Chemistry Activities
Quelle	In: Journal of Museum Education, 48 (2023) 2, S.122-135 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kollmann, Elizabeth Kunz) ORCID (Anderson, Allison) ORCID (Velázquez, Hever)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-8650
DOI	10.1080/10598650.2022.2122677
Schlagwörter	Chemistry; Science Instruction; Hands on Science; Teaching Methods; Teacher Role; Museums; Informal Education; Teacher Attitudes; Science Teachers; Partnerships in Education; Learning Experience; Exhibits; Minnesota (Saint Paul); Massachusetts (Boston) + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Museum; Museumswesen; Museen; Informelle Bildung; Nichtformale Bildung; Lehrerverhalten; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Hochschulpartnerschaft; Lernerfahrung
Abstract	Educators play a key role in facilitating interactive learning experiences in informal science education settings, such as science centers and museums. Despite their importance, research around facilitation has generally focused on visitor impacts and not the strategies used by the educators themselves. The "ChemAttitudes" project studied and characterized facilitation moves used by educators during hands-on chemistry activities with visitors at two science museums. Building on previous research done by the Exploratorium, the project team defined a framework of three overarching categories of facilitation techniques: "Invite participation," "Support exploration," and "Deepen understanding." (referenced in short form as "Invite," "Support," and "Deepen"). Each of these categories also included distinct facilitation moves that educators used throughout an interaction with visitors. Overall, data indicated that educators used Support moves most often, Deepen moves less frequently, and Invite moves the least. Although educators almost always started an interaction with Invite, afterwards, they moved flexibly back and forth between the three types of moves in a non-linear order in response to the visitors. The framework and findings from this project can be used to support training and professional development for other informal educators using hands-on activities with visitors. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01