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ERIC Number: EJ821437
Record Type: Journal
Publication Date: 2005-Jun
Pages: 9
Abstractor: As Provided
Reference Count: 23
ISBN: N/A
ISSN: ISSN-1047-6210
Field Based Learning in Science: Animating a Museum Experience
Metz, Don
Teaching Education, v16 n2 p165-173 Jun 2005
Although most students view science through a positive lens they often have difficulty connecting the science that they study in school with the practice of science in general, and their personal experience with science in their everyday lives. In an attempt to mediate "school science" with a more authentic view of science a contextual model is advanced as a framework for field based learning experiences. To model this perspective for prospective science teachers a unique collaboration between an education pre-service program and a local museum is described. During a normally closed period the museum opened their galleries for the pre-service student teachers. Prior to visiting the galleries, each student was assigned a role to play that matched an exhibit in a gallery walk. As the group proceeded through the gallery each student played their role and delivered a "hidden" science lesson. Entering into and experiencing the activities of real persons in such a historical context provided the students with a much more authentic learning experience. The pre-service teachers in the course reported that the experience was not only worthwhile as a learning strategy, but also that the role playing was beneficial in practicing their teacher presentation skills. (Contains 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A