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This preliminary study reports upon students' experiences in engaging friends and family members in discussing global climate change for required assignments in a laboratory-centered physics course for prospective elementary and middle school teachers, (). Research questions included: What happens when students teach one or more friends and/or family members about topics they have just learned about global climate change in class? What do they and their learners learn? Also considered were the impact of shifting to remote instruction and ways this study is an example of participatory forms of research. Participants included the students and their learners. Data sources included written responses for friends and family assignments and two surveys. The students were active participants who chose the focus, format, and resources for interacting with their learners. Some friends and family members were willing to contemplate possible life-style changes. Some students learned that they could inspire others to consider such life-style issues. Shifting to remote instruction facilitated friends and/or family interactions for some but also introduced limitations for others. Overall, the students had mixed reactions to these friends and family assignments. Such assignments provide opportunities for students to initiate interactions that increase public knowledge of global climate change issues. [ABSTRACT FROM AUTHOR]

Despite attempts to diversify the informal science education workforce, institutions like museums, zoos, and aquariums continue to be places of privilege where few can afford to make education a life-long career. This exploratory study examined informal science educators' perspectives on workforce equity, diversity, and professionalization. Through a nationwide survey and selective interviews, educators (n = 132) were asked about their career motivations and personal and professional challenges faced before and during the COVID-19 pandemic. Results show that 59% of informal science educators surveyed were considering academic or career changes, citing workplace practices and cultures that perpetuate overwork and underpay and that have contributed to the marginalization of educators who have been historically excluded from working in the field. Our goal is to amplify educators' voices and encourage reflection on how museums and other institutions have upheld oppressive structures that prevent goals of equity, diversity, and inclusion from being holistically achieved. [ABSTRACT FROM AUTHOR]

Learning in the zoo is a complex process with many influences affecting outcomes, which traditional methods of evaluation may not consider. This study used conversational content analysis, an innovative and under-used technique, to investigate children's learning in the zoo setting during an educational experience. The children's conversations were observed at Fota Wildlife Park and Dingle Aquarium in Ireland at three different animal exhibits (1) free-ranging ring-tailed lemurs (Lemur catta) (2) Gentoo penguins (Pygoscelis papua) and (3) Humboldt penguins (Spheniscus humboldti). Some groups of children (the treatment group) participated in a purposefully designed educational intervention, while others (the control group) experienced the standard curriculum only. Descriptive statistics indicated that all children engaged in diverse topics of conversation indicative of learning as they viewed animals. However, further analysis using a general linear model showed that participation in the treatment or control group (p < 0.001) and species viewed (p < 0.001) affected the proportion of positive comments made by children. Groups that viewed free-ranging ring-tailed lemurs and Gentoo penguins made more types of positive comments than those that viewed Humboldt penguins, and children who experienced the educational intervention made more types of positive comments than children in the control group. Conversely, children in the control group made more types of negative comments (p < 0.001) than those in the treatment group. The results indicate that children do learn in the zoo setting; however, this was enhanced based on the type of educational activity the children experienced and the species they viewed. Overheard conversation offers a unique insight into the visitors' experience at the zoo, but further research is required to establish if conversation can reveal a propensity for pro-conservation behavior. [ABSTRACT FROM AUTHOR]

Advocates for the use of story in science education assert that it can bolster understanding of science concepts in classroom settings and enhance interest and engagement. However, only a handful of classroom studies confirm these claims, and many of them use story as an introduction, not the primary method of content delivery. Reasons for this shortcoming include the fact that stories that teach concepts are difficult to write and learning via story is difficult to assess. This has prompted a call for development of new methods of story-based pedagogy to exploit story as a teaching tool. This manuscript identifies one source of the difficulty of writing stories that teach science, and describes the design of the Fusion Story Form, a new, hybrid form of story that solves this difficulty. This Fusion Story Form was used to create a demonstration show suitable for informal environments. Audience surveys and embedded assessment suggest the demonstration show had a significant impact on learners’ interest, engagement, and self-efficacy, as well as on learners’ understanding of the target concepts. The possible reasons for this success and the potential of the hybrid form are also discussed. [ABSTRACT FROM AUTHOR]

We present results of an experimental study of an urban, museum-based science teacher PD programme. A total of 125 teachers and 1676 of their students in grades 4-8 were tested at the beginning and end of the school year in which the PD programme took place. Teachers and students were assessed on subject content knowledge and attitudes towards science, along with teacher classroom behaviour. Subject content questions were mostly taken from standardised state tests and literature, with an ‘Explain:’ prompt added to some items. Teachers in the treatment group showed a 7% gain in subject content knowledge over the control group. Students of teachers in the treatment group showed a 4% gain in subject content knowledge over the control group on multiple-choice items and an 11% gain on the constructed response items. There was no overall change in science attitudes of teachers or students over the control groups but we did find differences in teachers’ reported self-efficacy and teaching anxiety levels, plus PD teachers reported doing more student-centered science teaching activities than the control group. All teachers came into the PD with high initial excitement, perhaps reflecting its context within an informal learning environment. [ABSTRACT FROM AUTHOR]

This review examines how natural history museums (NHMs) can enhance learning and engagement in science, particularly for school-age students. First, we describe the learning potential of informal science learning institutions in general, then we focus on NHMs. We review the possible benefits of interactions between schools and NHMs, and the potential for NHMs to teach about challenging issues such as evolution and climate change and to use digital technologies to augment more traditional artefacts. We conclude that NHMs can provide students with new knowledge and perspectives, with impacts that can last for years. Through visits and their on-line presence, NHMs can help students see science in ways that the school classroom rarely can, with opportunities to meet scientists, explore whole topic exhibitions, engage with interactive displays and employ digital technologies both in situ and to support learning in the school science classroom. Although these interactions have the potential to foster positive cognitive, affective and social outcomes for students, there is a lack of reliable measures of the impact of NHM experiences for students. Opportunities to foster relationships between NHM staff and teachers through professional development can help articulate shared goals to support students’ learning and engagement. [ABSTRACT FROM AUTHOR]

This review examines how natural history museums (NHMs) can enhance learning and engagement in science, particularly for school-age students. First, we describe the learning potential of informal science learning institutions in general, then we focus on NHMs. We review the possible benefits of interactions between schools and NHMs, and the potential for NHMs to teach about challenging issues such as evolution and climate change and to use digital technologies to augment more traditional artefacts. We conclude that NHMs can provide students with new knowledge and perspectives, with impacts that can last for years. Through visits and their on-line presence, NHMs can help students see science in ways that the school classroom rarely can, with opportunities to meet scientists, explore whole topic exhibitions, engage with interactive displays and employ digital technologies both in situ and to support learning in the school science classroom. Although these interactions have the potential to foster positive cognitive, affective and social outcomes for students, there is a lack of reliable measures of the impact of NHM experiences for students. Opportunities to foster relationships between NHM staff and teachers through professional development can help articulate shared goals to support students’ learning and engagement. [ABSTRACT FROM AUTHOR]

The purpose of this case study was to explore the ways in which 3 different informal science experiences in the context of an elementary methods course influenced a group of prospective elementary teachers' ideas about science teaching and learning as well as their understandings about the role of informal science environments to teaching and learning. In order to address this question, data were collected in a period of an academic semester through the following sources: journal entries for each of the 3 experiences, a personal teaching philosophy statement and a 2-hour long semi-structured interview with each of the 12 participants. Open coding techniques were used to analyze the data in order to construct categories and subcategories and eventually to identify emerging themes. The outcomes of the analysis showed that the inclusion of informal science experiences in the context of teacher preparation has the potential to support beginning elementary teachers' development of contemporary ideas about science teaching and learning related to inquiry-based science, the nature of scientific work and the work of scientists, connecting science with everyday life, and making science fun and personally meaningful. These findings are discussed alongside implications for policy, teacher preparation, and research under these themes: (a) addressing reform recommendations; (b) developing positive orientations toward science and science teaching; and (c) constructing understandings about scientists' work. [ABSTRACT FROM PUBLISHER]

Recommendations for reform in science education around the world set high goals for beginning elementary teachers. Concurrently, existing literature indicates a number of challenges that beginning elementary teachers face. In this paper an argument is put forward about the integration of informal science environments in elementary teacher preparation, as a means for supporting beginning elementary teachers develop reform-minded science teaching identities. Essentially, the purpose of this paper is to explore the links between teacher identity, reform recommendations, and informal science environments. In doing so, a discussion of the theoretical construct of teacher identity in conjunction with reform recommendations is offered, followed by a summary of existing literature about the challenges that beginning elementary teachers face. Subsequently, the advantages and unique opportunities that informal science environments offer for teacher learning and development are discussed through a review of related literature. Following this review, a set of theoretical and methodological limitations of existing literature are identified. Based on these limitations, a research agenda is framed to address the theoretical, methodological and research implications that the idea of integrating informal science environments and approaches to elementary teacher preparation holds. [ABSTRACT FROM AUTHOR]

Despite the importance of recruiting highly qualified individuals into the science teaching profession, little is known about the effectiveness of particular recruitment strategies. Over 3 years, 34 college science majors and undecided students were recruited into paid internships in informal science settings to consider secondary science teaching as a career. Analysis of interns' subsequent career plans revealed the internships were not effective in recruiting the interns into the secondary science teacher education program, although many interns thought they might consider becoming teachers later in their lives. Reasons for not pursuing teaching included continued indecisiveness, inflexibility of required plans of study, and concerns about teachers' pay and classroom management. [ABSTRACT FROM AUTHOR]

This study explored the nature of the relationship between a fifth-grade teacher and an informal science educator as they planned and implemented a life science unit in the classroom, and sought to define this relationship in order to gain insight into the roles of each educator. In addition, student learning as a result of instruction was assessed. Prior research has predominately examined relationships and roles of groups of teachers and informal educators in the museum setting (Tal et al. in Sci Educ 89:920–935, 2005 ; Tal and Steiner in Can J Sci Math Technol Educ 6:25–46, 2006 ; Tran 2007 ). The current study utilized case study methodology to examine one relationship (between two educators) in more depth and in a different setting—an elementary classroom. The relationship was defined through a framework of cooperation, coordination, and collaboration (Buck 1998 ; Intriligator 1986 , 1992 ) containing eight dimensions. Findings suggest a relationship of coordination, which requires moderate commitment, risk, negotiation, and involvement, and examined the roles that each educator played and how they negotiated these roles. Consistent with previous examinations in science education of educator roles, the informal educator’s role was to provide the students with expertise and resources not readily available to them. The roles played by the classroom teacher included classroom management, making connections to classroom activities and curricula, and clarifying concepts. Both educators’ perceptions suggested they were at ease with their roles and that they felt these roles were critical to the optimization of the short time frames (1 h) the informal educator was in the classroom. Pre and posttest tests demonstrated students learned as a result of the programs. [ABSTRACT FROM AUTHOR]

The article focuses on several studies conducted to examine the retention and recruitment of students as a geosciences majors reflecting on the need of increased geoscience workforce capacity. Love for field trips, family impact and teachers in class-12 level have been identified as factors that influence minority recruitment and retention among students. The studies explored students' academic and non-academic experiences that encouraged them to plan a career in geology field.

The purpose of this study was to investigate the influence of an integrated experiential learning and action research project on preservice science teachers' developing ideas about science teaching, learning, and action research itself. The qualitative, interpretive study examined the action research of 10 master's degree students who were involved in service learning with children in informal education settings. Results indicated that all of the participants enhanced their knowledge of children as diverse learners and the importance of prior knowledge in science learning. In-depth case studies for three of the participants indicated that two developed deeper understandings of science learners and learning. However, one participant was resistant to learning and gained more limited understandings. [ABSTRACT FROM AUTHOR]

Informal science education institutions (ISEIs), such as museums, aquariums, and nature centers, offer more to teachers than just field trip destinations-they have the potential to provide ideas for pedagogy, as well as support deeper development of teachers' science knowledge. Although there is extensive literature related to teacher/museum interactions within the context of the school field trip, there is limited research that examines other ways that such institutions might support classroom teachers. A growing number of studies, however, examine how incorporating such ideas of connections of ISEIs to pre-service teacher education might improve teacher perceptions and awareness. Pre-service elementary teachers enrolled in a science methods class participated in a semester-long assignment which required participation in their choice of activities and events (workshops, field trips, family day activities) conducted at local ISEIs. Students generally saw this embedded assignment as beneficial, despite the additional out-of-class time required for completion. Comparison of pre-/post-class responses suggested that teachers shifted their perceptions of ISEIs as first and foremost as places for field trips or hands-on experiences, to institutions that can help teachers with classroom science instruction. Although basic awareness of the existence of such opportunities was frequently cited, teachers also recognized these sites as places that could enhance their teaching, either by providing materials/resources for the classroom or by helping them learn (content and pedagogy) as teachers. Implications for practice, including the role of ISEIs in teacher preparation and indication, are also discussed. [ABSTRACT FROM AUTHOR]

Involving people outside of a science course can foster learning for students enrolled in the course. Assignments involving friends and family provided such opportunities in an undergraduate physics course for prospective teachers. These assignments included reflecting upon prior experiences, interviewing friends and family members, engaging them in exploring physical phenomena, and teaching them with relevant websites. The six strands of science learning articulated in Learning Science in Informal Environments (National Research Council in Learning science in informal environments: People, places, and pursuits. National Academies Press, Washington, DC, ) provided a framework for analyzing the prospective teachers' responses. Through such assignments, the instructor created opportunities for the prospective teachers to use and build upon knowledge learned in class as well as to gain confidence and experience in facilitating the learning of others. [ABSTRACT FROM AUTHOR]

In this study, pre-service teachers facilitated stations at a family science night as a context to learn to identify, assess, and use children's science ideas. Assessment is already difficult in K-12 classrooms. Assessing learning in informal learning environments adds the complication that participation is largely voluntary. As such, controlling the learners' participation to systematically assess learning is counter to the intents of informal environments. The pre-service teachers in this study experienced success at teaching science and developed understandings about children's science ideas. Data included reflective postings, class discussions, observations, artifacts, and photographs. The findings contribute to understanding the value of multiple learning contexts in teacher preparation and lead to implications about leveraging informal science contexts for educating teachers. [ABSTRACT FROM AUTHOR]