Preparing to Teach in Informal Settings: Preservice Science Teachers' Experiences in a Natural History Museum

Autor/inn/en	Sönmez, Duygu; Öztürk, Nilay
Titel	Preparing to Teach in Informal Settings: Preservice Science Teachers' Experiences in a Natural History Museum
Quelle	In: International Journal of Science Education, 44 (2022) 18, S.2724-2744 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sönmez, Duygu) ORCID (Öztürk, Nilay)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2022.2149285
Schlagwörter	Preservice Teachers; Science Teachers; Informal Education; Museums; Student Attitudes; Student Development; Program Effectiveness; Teacher Role; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Informelle Bildung; Nichtformale Bildung; Museum; Museumswesen; Museen; Schülerverhalten; Lehrerrolle; Ausland; Türkei
Abstract	Informal science learning is valuable in the development of students' cognitive and affective skills which also influences the development of an interest in science. Successful utilisation of informal learning settings into teaching and learning requires highly qualified teachers. This study explored how engagement in a semester-long course influenced preservice science teachers' (PSTs) views and professional development on the use of natural history museums in science education. In this study, researchers collaborated with a natural history museum to design a 14-week-long undergraduate course. Findings revealed that intense immersion to the natural history museum as a part of the undergraduate course helped PSTs to develop a solid understanding of the value of informal settings. At the end of the course, PSTs were able to identify museums as valuable informal learning environments rather than supplemental to classroom learning. In addition, they became more supportive in addressing students' different learning preferences. Accordingly, PSTs defined their teacher role as participants of the student learning process rather than being responsible for organising the visit and managing student behaviour. Most importantly at the end of the course, they were able to make the connection between science curricula and the museum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01