Guided school visits to a research center: Perspectives from teachers and staff
Abstract views: 87 / PDF downloads: 94
Keywords:non-formal science education, out-of-school contexts, research centers, school visits
This study investigates (i) the educational program offered by one of the largest research centers in Greece and (ii) the teachers’ and staff’s perspectives for the school visits. Data came from interviews of teachers, staff of the research center and observation of the school visits. Though the majority of the teachers were satisfied of the visit, and they perceived the trip as a unique experience for their students, it was mostly inconsistent with recommendations of informal science teaching literature, as science teachers perceived the visit as an isolated one-day occurrence with no connection to the curriculum and no intention of planning any pre- or post-visit activities. This fact, combined with the demonstrated gap between teachers’ and staff’s perspectives, gave little or no learning orientation to the visits. Finally, this study assists in developing guidelines that would serve both teachers and research centers in collaborating together for better school trips.
Anderson, D., & Zhang, A. (2003). Teacher perceptions of field trip planning and implementation. Visitor Studies Today, 4(3), 6-11.
Anderson, D., Lucas, K. B., Ginns, I. S., & Dierking, L. D. (2000). Development of knowledge about electricity and magnetism during a visit to a science museum and related post activities. Science Education, 71, 658-679. https://doi.org/10.1002/1098-237X(200009)84:5<658::AID-SCE6>3.0.CO;2-A
Behrendt, M., & Franklin, T. (2014). A review of research on school visits and their value in education. International Journal of Environmental and Science Education, 9, 235-245.
Berg, T. B., Achiam, M., Poulsen, K. M., Sanderhoff, L. B., & Tøttrup, A. P. (2021). The role and value of out-of-school environments in science education for 21st century skills. Frontiers in Education, 6, 155-164. https://doi.org/10.3389/feduc.2021.674541
Cox-Petersen, A., Marsh, D., Kisiel, J., & Melber, L. (2003). Investigation of guided school tours, student learning, and science reform recommendations at Museum of Natural History. Journal of Research in Science Teaching, 40(2), 200-218. https://doi.org/10.1002/tea.10072
DeWitt, J., & Osborne, J. (2007). Supporting teachers on science‐focused school trips: Towards an integrated framework of theory and practice. International Journal of Science Education, 29(6), 685-710. https://doi.org/10.1080/09500690600802254
Dewitt, J., & Storksdieck, M. (2008). A short review of school field trips: Key findings from the past and implications for the future. Visitor Studies, 11(2), 181-197. https://doi.org/10.1080/10645570802355562
Dimopoulos, K., & Koulaidis, V. (2006). School visits to a research laboratory as non-formal education. The International Journal of Learning, 12(10), 65-74. https://doi.org/10.18848/1447-9494/CGP/v12i10/48219
Eshach, H. (2007). Bridging in-school and out-of-school learning: Formal, non-formal, and informal education. Journal of Science and Technology, 16(2), 171-190. https://doi.org/10.1007/s10956-006-9027-1
Falk, J. H., & Dierking, L. D. (2000). Learning from museums: Visitors’ experiences and the making of meaning. Altamira Press.
Faria, C., & Chagas, I. (2012). Investigating school-guided visits to an aquarium: What roles for science teachers? International Journal of Science Education, Part B, 3(2), 159-174. https://doi.org/10.1080/09500693.2012.674652
Garip, B., & Bulbul, M. S. (2014). A blind student’s outdoor science learning experience: Barrier hunting at METU science and technology museum. International Journal of Physics & Chemistry Education, 6(2), 100-109.
Glasson, G. E., & Bentley, M. L. (2000). Epistemological undercurrents in scientists’ reporting of research to teachers. Science Education, 84(4), 469-485. https://doi.org/10.1002/1098-237X(200007)84:4<469::AID-SCE3>3.0.CO;2-Q
Griffin, J. (1998). Finding evidence of learning in museum settings. In E. Scanlon, E. Wwhitelegg, & S. Yates (Eds.), Communicating science: Contexts and channels. Routledge.
Griffin, J. (2004). Research on students and museums: Looking more closely at the student in school groups. Science Education, 88(Supplement 1), S59-S70. https://doi.org/10.1002/sce.20018
Griffin, J., & Symington, D. (1997). Moving from task-oriented to learning-oriented strategies on school excursions to museums. Science Education, 81, 763-779. https://doi.org/10.1002/(SICI)1098-237X(199711)81:6<763::AID-SCE11>3.0.CO;2-O
Hansson, L., Leden. L., & Pendrill, A. M. (2019). Contemporary science as context for teaching nature of science: teachers’ development of popular science articles as teaching resource. Physics Education, 54(5), 1-11. https://doi.org/10.1088/1361-6552/ab194e
Henriksen, E., & Jorde, D. (2001). High school students’ understanding of radiation and the environment: Can museums play a role? Science Education, 85, 189-206. https://doi.org/10.1002/1098-237X(200103)85:2<189::AID-SCE60>3.0.CO;2-S
Henriksson, A. C. (2018). Primary school teachers’ perceptions of out of school learning within science education. International Journal on Math, Science and Technology Education, 6(2), 9-26. https://doi.org/10.31129/LUMAT.6.2.313
Karisan, D., & Zeidler, D. L. (2017). Contextualization of nature of science within the socioscientific issues framework: A review of research. International Journal of Education in Mathematics, Science and Technology, 5(2), 139-152. https://doi.org/10.18404/ijemst.270186
Karnezou, M., D., Avgitidou, S., & Kariotoglou, P. (2013). Links between teachers’ beliefs and their practices in a science and technology museum visit. International Journal of Science Education, Part B, 3(3), 246-266. https://doi.org/10.1080/21548455.2013.773467
Karnezou, M., Pnevmatikos, D., Avgitidou, S., & Kariotoglou, P. (2021). The structure of teachers’ beliefs when they plan to visit a museum with their class. Teaching and Teacher Education, 99(3), 1-19. https://doi.org/10.1016/j.tate.2020.103254
Kolstø, S. (2001). Scientific literacy for citizenship: Tools for dealing with the science dimension of controversial socioscientific issues. Science Education, 85(3), 291-310. https://doi.org/10.1002/sce.1011
Lucas, K. B. (2000). One teacher’s agenda for a class visit to an interactive science teacher. Science Education, 84, 524-544. https://doi.org/10.1002/1098-237X(200007)84:4<524::AID-SCE6>3.0.CO;2-X
Mayring, P. (2015). Qualitative content analysis: Theoretical background and procedures. Ιn A. Bikner-Ahsbahs, C. Knipping, & N. Presmeg (Εds.), Approaches to qualitative research in mathematics education (pp. 365-380). Springer. https://doi.org/10.1007/978-94-017-9181-6_13
Melber, L. M., & Abraham, L. M. (2002). Science education in US natural history museums: A historical perspective. Science and Education, 11, 45-54. https://doi.org/10.1023/A:1013006930636
Mujtaba, T., Lawrence, M., Oliver, M., & Reiss M. J. (2018). Learning and engagement through natural history museums. Studies in Science Education, 54(1), 41-67. https://doi.org/10.1080/03057267.2018.1442820
Neresini, F., Dimopoulos, K., Kallfass, M., & Peters, H. P. (2009). Exploring a black box: Cross-national study of visit effects on visitors to large physics research centers in Europe. Science Communication, 30(4), 506-533. https://doi.org/10.1177/1075547009332650
New Standards Committee. (1997). Performance standards, Volume I, II, & III. New Standards.
NRC. (1996). National science education standards. National Academy Press.
Orion, N., & Hofstein, A. (1994). Factors that influence learning during a scientific field trip in a natural environment. Journal of Research in Science Teaching, 31(10), 1097-1119. https://doi.org/10.1002/tea.3660311005
Pedretti, E. (2002). T. Kuhn meets T. Rex: Critical conversations and new directions in science centres and science museums. Studies in Science Education, 37, 1-42. https://doi.org/10.1080/03057260208560176
Piqueras, J., & Achiam, M. (2019) Science museum educators’ professional growth: Dynamics of changes in research–practitioner collaboration. Science Education, 103(2), 389-417. https://doi.org/10.1002/sce.21495
Remmen, K. B., & Iversen, E. (2022). A scoping review of research on school-based outdoor education in the Nordic countries. Journal of Adventure Education and Outdoor Learning. https://doi.org/10.1080/14729679.2022.2027796
Rennie, L. J., & Williams, G. F. (2002). Science centers and scientific literacy: Promoting a relationship with science. Science Education, 86, 706-726. https://doi.org/10.1002/sce.10030
Sajons, C., & Komorek, M. (2018). Charakterisierung von Schuelerangeboten als Grundlage zur Analyse von Angebot-Nutzungs-Prozesse [Characterization of student offers as a basis for the analysis of offer-use processes]. In P. Gautschi, A. Rempfler, B. S. Haeller, & M. Wilhelm (Eds.), Aneignungspraktiken an ausserschulischen Lernorten [Appropriation practices at extracurricular places of learning] (pp. 259-270). Lit Verlag.
Salmi, H. (2003). Science centres as learning laboratories: Experiences of Heureka, the Finnish Science Centre. International Journal of Technology Management, 25, 460-476. https://doi.org/10.1504/IJTM.2003.003113
Schank, P., Wise, A., Stanford, T., & Rosenquist, A. (2009). Can high school students learn nanoscience? An evaluation of the viability and impact of the nanosense curriculum. SRI International.
Tal, R. T. (2001). Incorporating field trips as science learning environment enrichment–an interpretive study. Learning Environments Research, 4(1), 25-49. https://doi.org/10.1023/A:1011454625413
Tal, R. T. (2004). Guided school visits to natural history museums in Israel: Different approaches and student learning [Paper presentation]. The Annual Meeting of the National Association of Research in Science Teaching.
Tal, T., & Steiner, L. (2006). Patterns of teacher-museum staff relationships: School visits to the educational centre of a science museum. Canadian Journal of Science, Mathematics and Technology Education, 6(1), 25-46. https://doi.org/10.1080/14926150609556686
Wong, S. L., Hodson, D., Kwan, J., & Yung, B. H. W. (2008). Turning crisis into opportunity: Enhancing student-teachers’ understanding of nature of science and scientific inquiry through a case study of the scientific research in severe acute respiratory syndrome. International Journal of Science Education, 30(11), 1417-1439. https://doi.org/10.1080/09500690701528808
How to Cite
Copyright (c) 2022 Kalliopi Giannakoudaki, Dimitris Stavrou
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright © Authors