April 1st, 2007 | RESEARCH
In this article I critically examine the historical context of science education in a natural history museum and its relevance to using museum resources to teach science today. I begin with a discussion of the historical display of race and its relevance to my practice of using the Museum’s resources to teach science. I continue with a critical review of the history of the education department in a natural history museum to demonstrate the historical constitution of current practices of the education department. Using sociocultural constructs around identity formation and transformation, I move to the present with a case study of a teacher who transforms the structure of science education in her classroom and school as a result of her identity transformation and association with a museum-based professional education program.
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Jennifer Adams, Author, American Museum of Natural HistoryCitation
Identifier Type: issn
Identifier: 1871-1502
Identifier Type: doi
Identifier: 10.1007/s11422-007-9059-8
Publication: Cultural Studies of Science Education
Volume: 2
Number: 2
Page(s): 393-440
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Access and Inclusion: Black | African American Communities | Ethnic | Racial | Hispanic | Latinx Communities | Immigrant Communities | Indigenous and Tribal Communities | Low Socioeconomic Status | Urban
Audience: Educators | Teachers | General Public | Middle School Children (11-13) | Museum | ISE Professionals
Discipline: General STEM | History | policy | law
Resource Type: Peer-reviewed article | Research Products
Environment Type: Exhibitions | Informal | Formal Connections | K-12 Programs | Museum and Science Center Exhibits | Museum and Science Center Programs | Professional Development | Conferences | Networks | Professional Development and Workshops | Public Programs