Abstract
The museum visit is an important part of elementary school science teaching. However, a divide exists between teachers, who require curricular accountability, and museums, who emphasize free-choice exploration. Can a carefully constructed worksheet bridge this divide by providing free-choice exploration of curricular topics during the museum visit? In the present study, a theoretical framework was constructed to inform the design of worksheets as free-choice learning devices. This framework was used to analyze the design of an existing museum worksheet. Subsequently, curriculum-related conversations among school groups visiting a museum were monitored in groups supplied with the worksheet and in control groups without. Overall, the worksheet complied well with design criteria synthesized from the free-choice learning literature. Furthermore, the use of the worksheet increased the number and diversity of curriculum-related conversations among school groups during the visit. This study documents that the use of carefully designed worksheets may increase students’ exposure to curriculum during a museum visit, and thus may help build better bridges between teacher needs and museum free-choice identities.
| Original language | English |
|---|---|
| Journal | Journal of Research in Science Teaching |
| Volume | 44 |
| Issue number | 9 |
| Pages (from-to) | 1389-1414 |
| Number of pages | 25 |
| ISSN | 0022-4308 |
| DOIs | |
| Publication status | Published - 2007 |