Developing museum-school partnerships: art-based exploration of science issues in a third space

Figures & data

Figure 1. An experiment on a bird in the air pump [Painting], by J. Wright of Derby, 1768, National Gallery, London. http://www.nationalgallery.org.uk/paintings/joseph-wright-of-derby-an-experiment-on-a-bird-in-the-air-pump.

Figure 2. Summary of the ALP structure, including museum and school staff instructions and student activities.

Figure 3. Model of actions and operationalising questions for systematic analysis and synthesis of artworks in the ALP based on VTS.

Figure 4. Two examples of artworks included in the ALP relating to the themes animal exploitation, evolution and creation, respectively. Left: Sheep eye [Painting], by K. Broos, 2019, Alma Löv Museum of Unexp. Art, Östra Ämtervik, Sweden. Copyright 2019 by Karin Broos. Right: Sleepers [Sculpture], by Lovisa Ringborg, 2020, Stockholm, Sweden. Copyright 2019 by Lovisa Ringborg.

Table 1. Section of the comparative data analysis matrix, exemplifying ALP design guidelines deemed to be consistent (+), partially consistent (±) and inconsistent (−) with FMP design instantiations.

FMP principle	ALP design guideline		FMP design instantiation	Result
(II) Providing structure	11	Programme structure: the programme comprises a prepare- (pre-visit), explore- (visit) and create phase (post -visit) during three separate occasions.	The pre-visit and post-visit activities linked directly to the content of the visit.	+
(IIIc) Choice and control	32	Artistic freedom: students choose an artform that fits to express their thoughts, feelings, and knowledge about a topic.	Pupils had to decide what photographs to take in the gallery, how much information to write, and what information to note.	±
(I) Adopting the teacher perspective	5	Staffs meeting: the museum staff presents and discusses the programme structure and content with school staff during an ‘ordinary’ school meeting to initiate and plan their collaboration.	Attempts were made to keep the implementation time (of resources) reasonably short.	−

Table 2. Consistency of the ALP design guidelines (nos. 1–44) with the FMP design instantiations.

FMP-principle	Consistency of comparisons
	+				±			−
(I) Adopting the teacher perspective	1	2	4	5	3			6	7
(II) Providing structure	8	10	11		9			12
(IIa) Reduction of the novelty effect	13	14
(IIb) Reinforcement of the learning experience	15	16						17	18
(III) Encouraging joint productive activity	19	20	21	22	23
(IIIa) Discussion among peers and with adults	26				24	25
(IIIb) Curiosity and interest	27	28	29					30
(IIIc) Choice and control	31	33			32
(IIId) Cognitive engagement and challenge	37				34	35	36
(IIIe) Personal relevance	38	39						40
(IV) Supporting dialogue, literacy and/or research skills	41	42	43	44

Figure 5. An example of a student generated sculpture and its antecedent concept map with notes and sketches relating to climate change [Photographs], by H. Raaijmakers, 2019.