This paper explores the accounts of science teachers working within the UK's only ‘museum school’ and what they perceive as the benefits and shortcomings of ‘museum pedagogy’ as a process of object-based teaching (and learning). Museum pedagogy is in this context considered for its potential in harmonising informal and formal approaches to science education. Discussion focuses on teachers’ use of cultural artefacts as a pedagogical strategy intended both to ignite the imagination and enthusiasm of learners in science and harmonise their social and scientific worlds. Museum pedagogy is concurrently considered for the extent to which it ameliorates teachers’ relational proximity and instructional fluency with their students and enhances their performance as role models and stewards in science.
|Number of pages||905|
|Journal||British Educational Research Journal|
|Early online date||1 Apr 2015|
|Publication status||Published - Oct 2015|