ERIC Number: ED378151
Record Type: Non-Journal
Publication Date: 1994-Feb-15
Reference Count: N/A
Integrating Museum Resources, Human and Otherwise, into Instruction.
Copenhaver, Ron W.
As part of the education reform movement seeking change in both teaching and teacher education, a graduate teacher education course at Southern Illinois University at Carbondale, "Integrating Museum Resources into Classroom Instruction," offers teachers a chance to engage in problem solving for their own students through varied experiential and discovery learning activities. In particular the course tries to: stimulate teachers to suggest the potential of museum resources and instructional strategies as a means for addressing individual student needs; identify school-museum collaboration strategies; share ideas and plans; and reflect upon the implications for teacher education. Teachers work individually and in groups to analyze current educational theories, evaluate potential resources, and create and share instructional materials and strategies for integrating those resources into their curricula. Teachers working in the course use the 5-step "Creative Problem Solving" process to tackle improvements in their classroom. The five steps are fact finding, idea finding, problem finding, solution finding, and acceptance finding. The solution finding stage leads to course products such as the Museum Idea Log, Learning Activity, and Exhibit Plan and Related Integrated Learning Activity. During the acceptance finding stage participants evaluate the course. Teachers who have taken the course reported that they planned to increase and change their use of museum resources in the coming year. Four appendixes provide: a workshop outline on integrating museum resources into instruction, a sample museum log entry, a museum resource--Ingram's Log Cabin Village, and a field trip outline. (Contains 63 references.) (JB)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A