Advertisement

Incorporating museum experience into an in-service programme for science and technology teachers in Taiwan

  • Jui-Chen Yu
  • Hung-Jen Yang
Article

Abstract

This study presented a course on preparing in-service teachers to learn communication technology education and how to integrate museum resources into their teaching. The course was organised and conducted by a teacher educator and museum educator together. Forty-two participants enrolled in this course, including 29 elementary school teachers, nine senior high school teachers, and four future teachers. During the course, data were collected and analysed to address issues and problems emerged from the study and to assess if it is appropriate to be suggested for further adoption. The data sources included reflective journals, lesson plans and peers’ comments, video-tapes, and final reports. Findings, issues, and problems were presented and discussed including a lesson developed through an interdisciplinary approach. To be concluded, a professional development programme that will make changes need to include three important components: student involvement, heterogeneity of the participants, and role models provided by teacher educators.

Keywords

In-service teacher Museum experience Professional development 

Notes

Acknowledgments

This study was sponsored by National Science Council of Taiwan (NSC95-2515-S-359-001).

References

  1. Bamberger, Y., & Tal, T. (2008). An experience for the lifelong journey: The long-term effect of a class visit to a science center. Visitor Studies, 11(2), 198–212.CrossRefGoogle Scholar
  2. Chin, C. (2004). Museum experience—A resource for science teacher education. International Journal of Science and Mathematics Education, 2, 63–90.CrossRefGoogle Scholar
  3. Cox-Petersen, A. M., & Pfaffinger, J. A. (1998). Teacher preparation and teacher-student interactions at a discovery center of natural history. Journal of Elementary Science Education, 10(2), 20–35.CrossRefGoogle Scholar
  4. Dierking, L. D., Luke, J. J., & Buchner, K. S. (2003). Science and technology centres- rich resources for free-choice learning in a knowledge-based society. International Journal of Technology Management, 25(5), 441–459.CrossRefGoogle Scholar
  5. Falk, J. H., & Dierking, L. D. (2000). Learning from museums: Visitor experiences and the making of meaning. Walnut Creek, CA: AltaMira.Google Scholar
  6. Fullan, M. G., & Stiegelbauer, S. (1991). The new meaning of educational change. New York: Teachers College Press.Google Scholar
  7. Gardner, H. (1993). Educating the unschooled mind. Washington, DC: Federation of Behavioral, Psychological and Cognitive Sciences.Google Scholar
  8. Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945.CrossRefGoogle Scholar
  9. Gilbert, J. (1994). The construction and reconstruction of the concept of the reflective practitioner in the discourses of teacher professional development. International Journal of Science Education, 16(5), 511–521.CrossRefGoogle Scholar
  10. Jeanpierre, B., Oberhauser, K., & Freeman, C. (2005). Characteristics of professional development that effect change in secondary science teachers’ classroom practices. Journal of Research in Science Teaching, 42(6), 668–690.CrossRefGoogle Scholar
  11. Korthagen, F., & Vasalos, A. (2005). Levels in reflection: Core reflection as a means to enhance professional growth. Teachers and Teaching: Theory and Practice, 11(1), 47–71.CrossRefGoogle Scholar
  12. MacNabb, C., Schmitt, L., Michlin, M., Harris, I., Thomas, L., Chittendon, D., et al. (2006). Neuroscience in middle schools: A professional development and resource program that models inquiry-based strategies and engages teachers in classroom implementation. CBE Life Science Education, 5(2), 144–157.Google Scholar
  13. Markus, M. L. (2001). Toward a theory of knowledge application: Types of knowledge application situations and factors in application success. Journal of Management Information Systems, 18(1), 57–93.Google Scholar
  14. Martinello, M. L., & Gonzalez, M. (1987). The university gallery as a field setting for teacher education. Journal of Museum Education, 12(3), 16–19.Google Scholar
  15. McLeod, J., & Kilpatrick, K. M. (2001). Exploring science at the museum. Educational Leadership, 58(7), 59–63.Google Scholar
  16. Melber, L. M., & Cox-Petersen, A. M. (2005). Teacher professional development and informal learning environments: Investigating partnerships and possibilities. Journal of Science Teacher Education, 16, 103–120.CrossRefGoogle Scholar
  17. Moe, J. M., Coleman, C., Fink, K., & Krejs, K. (2002). Archaeology, ethics, and character: Using our cultural heritage to teach citizenship. The Social Studies, 93, 109–112.CrossRefGoogle Scholar
  18. National Science Teachers Association. (1998). An NSTA position statement: Informal science education. Journal of College Science Teaching, 28, 17–18.Google Scholar
  19. Neathery, M. F. (1998). Informal learning in experiential settings. Journal of Elementary Science Education, 10(2), 36–49.CrossRefGoogle Scholar
  20. Ramey-Gassert, L. (1997). Learning science beyond the classroom. Elementary School Journal, 94(4), 433–450.CrossRefGoogle Scholar
  21. Richardson, V. (Ed.). (1994). Teacher change and staff development process: A case in reading instruction. New York: Teachers College Press.Google Scholar
  22. Richardson, V. (Ed.). (2001). Handbook of research on teaching (4th ed.). Washington, DC: American Educational Research Association.Google Scholar
  23. Smith, W. S., McLaughlin, E., & Tunnicliffe, S. D. (1998). Effect on primary level students of inservice teacher education in an informal science setting. Journal of Science Teacher Education, 9(2), 123–142.CrossRefGoogle Scholar
  24. Sukow, W. W. (1990). Physical science workshops for teachers using interactive science exhibits. School Science and Mathematics, 90(1), 42–47.CrossRefGoogle Scholar
  25. Tal, R. T. (2001). Incorporating field trips as science learning environment enrichment—An interpretive study. Learning Environments Research, 4, 25–49.CrossRefGoogle Scholar
  26. Tippins, D., Nichols, S., & Tobin, K. (1993). Reconstructing science teacher education within communities of learners. Journal of Science Teacher Education, 4(3), 65–72.CrossRefGoogle Scholar
  27. Tunnicliffe, S. D. (1992). Cross-curricular learning in zoological gardens. International Zoo News, 39(6), 27–31.Google Scholar
  28. Yu, J. C., & Ho, M. K. (2007). A preliminary study of school group visits in a science museum. Journal of Science Education Center, 2, 120–137.Google Scholar

Copyright information

© Springer Science+Business Media B.V. 2009

Authors and Affiliations

  1. 1.National Science and Technology MuseumKaohsiungTaiwan, ROC
  2. 2.Department of Industrial Technology EducationNational Kaohsiung Normal UniversityKaohsiungTaiwan, ROC

Personalised recommendations