Science Education in Museums with Preservice Science Teachers: "Discovering the Power of Science in Museums"
DOI:
https://doi.org/10.18662/rrem/17.4/1062Keywords:
museums, science education, pre-service science teachersAbstract
Museums, often described as cultural repositories, provide unique environments that help individuals connect the past, present, and future to understand their culture better. Beyond their cultural significance, museums serve as valuable educational spaces where teachers can enhance their scientific knowledge, develop pedagogical skills, and design meaningful learning experiences. Based on the idea that every object in a museum can serve as a teaching tool, the project “Exploring the Power of Science in Museums”, supported by the TÜBİTAK 2237-A Scientific Education Activities Support Program, was implemented to enable pre-service science teachers to establish meaningful connections between artifacts displayed in archaeology and maritime museums and science concepts. A qualitative research design was employed in this study. Data were collected through worksheets, lesson plans, and observation forms. The findings revealed that all pre-service teachers’ perspectives on museums changed positively; most could associate museum objects with science subjects and recognized the potential of museums as dynamic environments for science education.
References
Altınok, M., A., & Tunç, T. (2013). Bilimsel süreç becerileri bağlamında geçmiş Türk fen programlarının karşılaştırmalı incelenmesi. Türk Fen Eğitimi Dergisi, 10(4), 22-55. https://doi.org/10.36681/, https://www.tused.org/index.php/tused/article/view/390/900
Ateş, A., & Lane, J. F. (2020). Analysing school-museum relations to ımprove partnerships for learning: A case study. Education and Science, 45(201), 231-246. https://doi.org/10.15390/EB.2019.8017
Anderson, D., Lucas, K. B., & Ginns, I. S. (2003). Theoretical perspectives on learning in an informal setting. Journal of Research in Science Teaching, 40(2), 177-199. https://doi.org/10.1002/tea.10071
Best, K. (2012). Making museum tours better: Understanding what a guided tour really is and what a tour guide really does. Museum Management and Curatorship, 27(1), 35–52. https://doi.org/10.1080/09647775.2012.644695
Buyurgan, S. (2004) Effective learning at the museum. Journal of Cultural Research in Art Education, 22, 99-115
Copley, M. S. (2010). Towards presenting scientific research in archaeology museums. Museum Management and Curatorship, 25(4) 383–398. https://doi.org/10.1080/09647775.2010.525404
Cooper, D. (2003). A virtual dig-joining archaeology and fiction to promote critical and historical thinking. The Social Studies, 94, 69-73. https://eric.ed.gov/?id=EJ770154
Crawins, C. L. (2014). An exploration of object and scientific skills-based strategies for teaching archaeology in a museum setting [Unpublished master’s thesis]. Utah State University Logan. https://digitalcommons.usu.edu/etd/2774
Davies, S. (2012, May). Maritime museums: Who needs them?. Nalanda-Sriwijaya Centre Working Paper, (11). http://www.iseas.edu.sg/nsc/documents/working_papers/nscwps011.pdf
Díaz, J. G. (Coord.). (2016). Scientific literacy at school. An inquiry about archaeology in the classroom. Project. http://www.csicenlaescuela.csic.es/scilit/pdf/guides/scilit-an-inquiry-about-archaeology.pdf
Doğan, Y. (2010). Primary school students’ benefiting from museums with educational purposes. International Journal of Social Inquiry, 3(2), 137–164. https://dergipark.org.tr/en/pub/ijsi/issue/17731/185717
Drotner, K., Knudsen, L.V., & Mortenesen, C.H. (2017). Young people’s own museum views. Museum Management and Curatorship, 32(5), 456-472. https://doi.org/10.1080/09647775.2017.1368032
Eres, Z. (2018). Arkeolojik kazı, koruma, sergileme ve toplum ilişkisi- Kırklareli’nde tarih öncesi arkeolojik alanlar üzerinden bir deneyim. Azərbaycan Arxeologiyası, 21(1), 110-151. http://dspace.khazar.org/handle/20.500.12323/3848
Falk, J. H., & Dierking, L. D. (2002). Lessons without limit: How free-choice learning is transforming education. AltaMira Press.
Fitriani, R., Al Rasyid, M., Sabekti, A. W., & Putri, S. D. (2024). Analysis of chemistry education students' level of understanding of the basic concepts of science education in the perspective of sustainable maritime education. In SHS Web of Conferences (Vol. 205, p. 05005). EDP Sciences. https://doi.org/10.1051/shsconf/202420505005
Garradas, C., & Semedo, A. (2023). Potential of maritime museums for heritage education. Didáctica de las Ciencias Experimentalesy Sociales, 44, 51-70. https://doi.org/10.7203/dces.44.26418
Gartenhaus, A. R. (2000). Creative thinking and museums (R. Mergenci & B. Onur, Trans.). Ankara University Press.
Geiger, B. F. (2004). Teaching about history and science through archaeology service learning. The Social Studies, 95, 166-171. https://doi.org/10.3200/TSSS.95.4.166-171
Georgopoulou, P., & Koliopoulos, D. (2017). Archaeological museums as environments of informal and non–formal science and technological education: The case of Educative Islets. In V. Ferrara (Ed.), Proceedings of the EdMuse Conference, Roma, Italy: Sapienza Università di Roma, 100–103. https://www.academia.edu/34226943/Archaeological_museums_as_environments_of_informaland_non_formal_science_and_technological_education_The_case_of_Educative_Islets
Georgopoulou, P., Meunier, A., & Koliopoulos, D. (2020). Archaeometry as an interdisciplinary field of exhibition design and non–formal education in the archaeological museum [Conference presentation]. 13th International Conference on the Inclusive Museum, Lisbon, Portugal. https://cgscholar.com/community/community_profiles/inclusive-museum/community_updates/125919
Georgopoulou, P., Koliopoulos, D., & Meunier, A. (2021). The dissemination of elements of scientific knowledge in archaeological museums in Greece: Socio-cultural, epistemological, and communicational/educational aspects. Scientific Culture, 7(1), 34-40. https://doi.org/10.5281/zenodo.4107170
Georgopoulou, P., Meli, K., & Koliopoulos, D. (2022). An interpretive and pedagogical approach of archaeological collections in the light of natural sciences: The notion of science educative ıslet. Review of Science, Mathematics and ICT Education, 16(1). 49-75. https://doi.org/10.26220/rev.3818
Griffin, J. (2004). Research on students and museums: Looking more closely at the students in school groups. Science Education, 88(S1) 59-70. https://doi.org/10.1002/sce.20018
Hein, G. E. (2004). John Dewey and museum education. Curator: The Museum Journal, 47(4), 413-427. https://doi.org/10.1111/j.2151-6952.2004.tb00136.x
Higgins, P. J., & Holm, K. A. (1985). Introduction. In K.A. Holm, & P.J. Higgins (Eds.), Archeology and Education: A Successful Combination for Precollegiate Students (pp. 1-8). University of Georgia.
ICOM (International Council of Museums). (2022). Museum definition. https://icom.museum/en/resources/standards-guidelines/museum-definition/
İlhan, Ç. A., Artar, M., Okvuran, A., & Karadeniz, C. (2014). Museum training programme in Turkey: Story of friendship train and children’s education rooms in the museums. Creative Education, 5, 1725-1732. https://doi.org/10.4236/ce.2014.519192
Jeppson, P. L., & Brauer, G. (2007). Archaeology for education needs: An archaeologist and an educator discuss archaeology in the baltimore public schools. In J. H. Jameson & S. Baugher (Eds.), Past Meets Present: Archaeologists Partnering with Museum Curators, Teachers, and Community Groups, (pp.231-248). Springer. https://doi.org/10.1007/978-0-387-48216-3_15
Karadeniz, C., & Okvuran, A. (2014). Müzede bir gece: Ankara Üniversitesi öğrencileri ile Çorum Arkeoloji Müzesi’nde müze eğitimi. İlköğretim Online, 13(3), 865‐879. https://www.researchgate.net/publication/298093571_A_night_at_the_museum_Museum_education_with_Ankara_University_students_at_Corum_Museum_of_Archeology
Karadeniz, C., & Sivrikaya, G. (2020). Müzeler. In C. Laçin Şimşek, Editor (Ed.), Fen öğretiminde okul dışı öğrenme ortamları (pp.19-56). Pegem Yayınevi. https://pegem.net/urun/Fen-Ogretiminde-Okul-Disi-Ogrenme-Ortamlari-61155?srsltid=AfmBOopH1ReC27mUMf0uCLtGP4h3w_ERO--vVQdxo17CauSc5LP1-MJs
Kara, B. , Sak, M., Balçın, M. D., & Mertoğlu, H. (2020). Fen bilimleri öğretmenlerinin müze eğitimi hakkındaki görüşleri. Akademik Sosyal Araştırmalar Dergisi, 8(108), 318-346. http://dx.doi.org/10.29228/ASOS.44864
Karnezou, M., Pnevmatikos, D., Avgitidou, S., & Kariotoglou, P. (2021). The structure of teachers’ beliefs when they plan to visit a museum with their class. Teaching and Teacher Education, 99, 103254. https://doi.org/10.1016/j.tate.2020.103254
Karul, N., Avcı, M.B., Deveci, A., & Karkıner, N. (2010). Bursa Aktopraklık Höyük’te kültür sektörünün ulması: Çok yönlü bir proje. TÜBA-KED Türkiye Bilimler Akademisi Kültür Envanteri Dergisi, 8, 241-262. https://dergipark.org.tr/tr/pub/tubaked/issue/57432/814200
Karul, N. (2015). Aktopraklık açıkhava müzesi ve arkeoloji okulu. Arkeoloji ve Sanat, 150, 11-22.
Kratz, S., & Merritt, E. (2011). Museums and the future of education. On the Horizon, 19(3), 188-195. https://doi.org/10.1108/10748121111163896
Külcü, Ö. T., & Hürmüzlü, B. (2013). Archeo-kid: A project-based learning model (Establishing background for archaeology in childhood and adolescence). European Journal of Research on Education Special Issue: Art in Education, 1-6. https://www.academia.edu/9720658/Establishing_background_for_archaeology_in_childhood_and_adolescence
Lasky, D. (2009). Learning from objects: A future for 21st century urban arts education. Penn GSE Perspectives on Urban Education, 6, 72-76. https://files.eric.ed.gov/fulltext/EJ869348.pdf
Laurillard, D. (2013) Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies. Routledge, Abingdon-on-Thames.
https://doi.org/10.4324/9781315012940
Lau, M., & Sikorski, T.R. (2018). Dimensions of science promoted in museum experiences for teachers. Journal of Science Teacher Education, 29(7), 578-599. https://doi.org/10.1080/1046560X.2018.1483688
Letts, C. A., & Moe, J. M. (2009). Project archaeology: Investigating shelter. Montana State University, Bozeman.
Mercin, L. (2017). Müze eğitimi, bilgilendirme ve tanıtım açısından görsel iletişim tasarımı ürünlerinin önemi. Milli Eğitim Dergisi, 46(214), 209-237. https://dergipark.org.tr/tr/pub/milliegitim/issue/36135/405933
Moe, J. (2011). Conceptual Understanding of Science Through Archaeological Inquiry. [Unpublished doctoral dissertation]. Montana State University.
Nikita, E., Bonner, L., & Rehren, T. (2022). Archaeological science classroom activities: A free multi-lingual pedagogical resource in archaeological science. Journal of Archaeological Science Reports, 45. https://doi.org/10.1016/j.jasrep.2022.103583
Onur, B. (2012). Çağdaş müze eğitim ve gelişim. İmge Kitabevi.
Owen, T. D., & Steele, J. N. (2005). Perceptions of archaeology amongst primary school aged children, Adelaide, South Australia. Australian Archaeology, 61(1), 64-70. https://doi.org/10.1080/03122417.2005.11681822
Pavlou, V. (2022). Museum education for pre-service teachers in an online environment: Challenges and potentials. International Journal of Art and Design Education, 41(2), 189–354 https://doi.org/10.1111/jade.12404
Roy, N. (2019). Making a StINK with STEM in the classics classroom: Exploring Ancient Roman writing through experimental archaeology. The Journal of Classics Teaching, 20(40), 14-19. https://doi.org/10.1017/S2058631019000278
Şar, E., & Sağkol, T. (2013). Eğitim fakültelerinde müze eğitimi dersi gerekliliği üzerine. HAYEF Journal of Education, 10(2), 83-90.
Segal, R., & Segal, D. (2019). Educational and Experiential Activities, for Students and Teachers of Mathematics and Sciences, in a Classical Museum of Archeology. International Conference: The Future of Education, Florence, Italy.
Smardz, K. E. (1989). Educational archaeology: Toronto students dig into their past. History and Social Science Teacher, 24(3), 148–155. https://scispace.com/papers/educational-archaeology-toronto-students-dig-into-their-past-2sjnh7s0zj
https://eric.ed.gov/?id=EJ387941
Sönmez, D., & Ozturk, N. (2022). Preparing to teach in informal settings: Preservice science teachers’ experiences in a natural history museum. International Journal of Science Education, 44(8), 1-21. https://doi.org/10.1080/09500693.2022.2149285
Tezcan Akmehmet, K. (2014). Eğitim ve müzeler. In R. Yağcı, & S. Gündüz Küstü (Eds.), Müzeler, Oyunlar, Oyuncaklar ve Çocuklar (1st ed., pp.155-161). Dokuz Eylül Üniversitesi Yayınları.
Türkmen, H. (2018). Ortaokul öğretmenlerinin sınıf-dışı ortamlarda öğretime bakış açıları. Ege Sosyal Bilimler Dergisi / Journal of Ege Social Science, 1 (1), 12-26.
Yin, R. K. (2018). Case Study Research and Applications: Design and Methods (6th ed.). Sage.
Yüksek Öğretim Kurulu. YÖK. (2018). Öğretmen yetiştirme lisans programları. www.yok.gov.tr
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 The Authors & InManifest Network
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant this journalright of first publication, with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work, with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as an earlier and greater citation of published work (See The Effect of Open Access).
Revista Romaneasca pentru Educatie Multidimensionala Journal has an Attribution-NonCommercial-NoDerivs
CC BY-NC-ND
