Journal :: Melber, L. M. (2007). Museums and Teacher Professional Development in Science: Balancing Educator Needs and Institutional Mission. The Science Educator, 16, 34 - 41.

last updated: 2008-05-09 14:51:30

Abstract

This study investigated the effect that two styles of science inservice programs held at a natural history museum had on elementary educators (N=72). One model focused on supporting science instruction in the classroom and connecting with the resources of science museums, and the other on linkages between science and language arts in reaction to local district mandates. The study sought to explore both the success of each model in meeting associated program goals as well as participant views on the applicability and helpfulness of the information contained within each model. Qualitative and quantitative data indicated that both models met their respective goals and that one model was not perceived as more helpful as the other. Elements cited as most helpful were often those that were specific to the museum’s exclusive resources, indicating that museum inservices can be most relevant to educators when they stay true to their mission and unique offerings.

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