Exploring staff facilitation that supports family learning

Date: 
Wednesday, September 17, 2014
Resource Type:
Peer-reviewed article | Research Products
Environment Type: 
Museum and Science Center Programs, Exhibitions, Museum and Science Center Exhibits
Audience: 
Adults | Families | Parents/Caregivers | General Public | Museum/ISE Professionals
Discipline: 
Chemistry | Physics
Organization:
Oregon State University, Oregon Museum of Science and Industry
Description: 

Front-line educators are arguably critical to the visitor experience at museums and science centers across the country. However, little research exists to inform staff facilitation strategies or professional development efforts. In this article, we describe the results of a qualitative study of 63 staff family interactions in a science center, focusing particularly on the role of adult family members. We observed three distinct phases of interaction, during which adult family members acted as gatekeepers to deeper staff engagement. The results suggest that in order to successfully facilitate family learning, museum educators must carefully consider the role of adults and the unique social context of museums learning.

Citation
ISSN:
1059-8650
Publication Name: 
Journal of Museum Education
Volume: 
37
Number: 
3
Page Number: 
69

Team Members

Request to Edit a Resource

If you would like to edit a resource, please use this form to submit your request.