A Hub for STEM Learning

Graphical Abstract

The Exploratorium Teacher Institute leverages a network of teachers, education researchers, practicing scientists, and informal education staff to address the professional learning needs of secondary science teachers.

Abstract

Frank Oppenheimer, founder of the Exploratorium, a museum of science, art, and human perception in San Francisco, is often quoted as saying, “No one ever flunked a museum.” On the surface of this statement are the inherent expectations people have of science museums: engagement and play versus the standards and grading associated with formal schooling. Underpinning these ideas are assumptions about learning, collaboration, resources, and value that vary depending on audience. Informal science settings are recognized for their potential to contribute to science learning due to their physical environment (NRC 2009), which should be extended to capitalize on the variety of people who seek engagement with science-rich institutions. Indeed, informal science institutions offer different types of accessibility and opportunity to families, teachers, administrators, scientists (both from industry and academia), education researchers, and informal educators. These locations can serve as a hub that connects players who may otherwise encounter difficulties collaborating due to lack of understanding of each other’s contexts (Penuel et al. 2015). Teachers attending professional development at a university may feel that researchers providing the training do not understand classroom challenges. Researchers may be frustrated by seemingly inexplicable administrative and logistical challenges when collecting data in a school district. Scientists may visit a classroom assuming their content knowledge is a comprehensive contribution, without consideration for pedagogy. Each of these parties has a unique and direct relationship with informal science institutions, which can provide a supportive, trusted, neutral ground to connect stakeholders in science education. At the Exploratorium we rely on these connections to be the spokes of opportunity that drive our capacity for developing both staff educators within the museum as well as teachers who participate in our programs.

Keywords:

• STEM
• High School
• Informal Education

Acknowledgments

This work was supported in part by the National Science Foundation (NSF) under grant DRL-1503153 and the Office of the Director, National Institutes of Health (NIH), under Science Education Partnership Award Number R25OD016525. Any opinions, findings, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of NSF or NIH.

Author Contributions

Julie H. Yu ([email protected]) is a senior scientist and director of the Teacher Institute at the Exploratorium in San Francisco, California.

Sara C. Heredia ([email protected]) was a postdoctoral research fellow in the Teacher Institute and is now an assistant professor of science education at the University of North Carolina at Greensboro in Greensboro, North Carolina.

Additional information

Notes on contributors

Julie H. Yu

Julie H. Yu ([email protected]) is a senior scientist and director of the Teacher Institute at the Exploratorium in San Francisco, California.

Sara C. Heredia

Sara C. Heredia ([email protected]) was a postdoctoral research fellow in the Teacher Institute and is now an assistant professor of science education at the University of North Carolina at Greensboro in Greensboro, North Carolina.