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Science engagement at the museum school: teacher perspectives on the contribution of museum pedagogy to science teaching
Author(s) -
Watermeyer Richard
Publication year - 2015
Publication title -
british educational research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.171
H-Index - 89
eISSN - 1469-3518
pISSN - 0141-1926
DOI - 10.1002/berj.3173
Subject(s) - enthusiasm , pedagogy , science education , sociology , context (archaeology) , fluency , mathematics education , psychology , social psychology , paleontology , biology
This paper explores the accounts of science teachers working within the UK 's only ‘museum school’ and what they perceive as the benefits and shortcomings of ‘museum pedagogy’ as a process of object‐based teaching (and learning). Museum pedagogy is in this context considered for its potential in harmonising informal and formal approaches to science education. Discussion focuses on teachers’ use of cultural artefacts as a pedagogical strategy intended both to ignite the imagination and enthusiasm of learners in science and harmonise their social and scientific worlds. Museum pedagogy is concurrently considered for the extent to which it ameliorates teachers’ relational proximity and instructional fluency with their students and enhances their performance as role models and stewards in science.