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Peer-reviewed article

Investigation of Guided School Tours, Student Learning, and Science Reform Recommendations at a Museum of Natural History

January 1, 2003 | Public Programs
A study of docent-led guided school tours at a museum of natural history was investigated. Researchers engaged in naturalistic inquiry to describe how natural history content was conveyed to students and what students gained from this model of touring. They also investigated how the content and pedagogy within the guided tour complemented recommendations from formal science standards documents and informal learning literature. About 30 visiting school groups in Grades 2-8 were observed. Teachers (n = 30) and select students (n = 85) were interviewed. Researchers found that tours were organized in a didactic way that conflicted with science education reform documents and research related to learning within informal contexts. Students' responses to interview questions indicated high satisfaction with the tours but low levels of science learning.

TEAM MEMBERS

  • Anne Cox-Peterson
    Author
    California State University
  • David Marsh
    Author
    University of Southern California
  • JK 3
    Author
    Natural History Museum of Los Angeles County
  • 2014 01 24 professional photo
    Author
    Natural History Museum of Los Angeles County
  • Citation

    Publication Name: Journal of Research in Science Teaching
    Volume: 40
    Number: 2
    Page Number: 200
    Resource Type: Research Products
    Discipline: Education and learning science | Literacy | Nature of science
    Audience: Elementary School Children (6-10) | Middle School Children (11-13)
    Environment Type: Public Programs | Museum and Science Center Programs

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