Learning with fossils: the interplay of boundary objects and museum educators’ talk in knowledge brokering

ABSTRACT

Museums house and display many authentic artifacts and objects. These objects not only draw visitors but can act as boundary objects that bridge between the worlds of scientists and the public. We observed how museum educators leveraged boundary objects in service of knowledge brokering as part of leading four educational programs at a paleontology museum. Specifically, we examined how museum educators used different forms of talk (conceptual, connecting, perceptual) with different types of boundary objects (authentic, educational, disciplinary) in knowledge brokering. The findings show how different patterns and combinations of talk and objects could support knowledge brokering or occasionally lead to failed knowledge brokering. We also discuss how museum educators must often engage in re-brokering as new discoveries are made and disciplinary knowledge evolves.

KEYWORDS:

• Knowledge broker
• boundary object
• museum educator
• palaeontology
• fossil
• science education

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Christopher P. Ostrowdun

Christopher Ostrowdun holds a PhD in Learning Sciences from the University of Calgary, Canada. His work focuses on inclusion, disability, learner interactions, and artifact creation and use in learning.

Beaumie Kim

Beaumie Kim is a Professor of the Learning Sciences at the Werklund School of Education, University of Calgary, Canada. Dr. Kim's research is focused on engaging learners in playing and designing games that model ideas, concepts, and systems, and also express something about themselves. Her research work is carried out in collaboration with teachers and students as design partners, and by observing their interactions, discourse and artifacts.