|M.Sc Student||Steiner Laura|
|Subject||Patterns of Teacher-Museum Stuff Relationships: School|
Visits to the Educational Center of a Science
|Department||Department of Education in Science and Technology||Supervisor||Professor Tali Tal|
The research describes a study of teachers' and museum personnel's perception of the class visit to an education center of a large science museum in Israel, and follows up their communication and interactions before, during and at the completion of the visit. Three levels of communication were identified: administrative, content and pedagogical-content, and three patterns of teachers' behavior were observed: involved, follows school's tradition and passive. A major difference was found with regards to the school level. Elementary school (ES) teachers tended to rely completely on the museum staff in planning the visit, and rarely prepared their students or took an active role during the visit. Secondary school (SS) teachers, on the other hand were found to be more active while planning the visit, and were actively involved at the class visit. These patterns are related to different structures of the schools (i.e ES vs. SS). In ES, the visit was coordinated neither by a science teacher, nor by any teacher who participated in the visit. In half of SS, the coordinator was a science teacher who joined her class in the museum. Altogether, it appeared that "the teachers get what they want" or what the museum staff believes the teachers need. In conclusion, the study recommends a substantial coordination process prior to the visit and a deeper involvement of the school in planning the excursion. When the teacher is deeply involved in planning the visit, it might be expected that she would be involved in the enactment as well.