Date of Award
5-2025
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
College/School
College for Education and Engaged Learning
Department/Program
Teacher Education and Teacher Development
Thesis Sponsor/Dissertation Chair/Project Chair
Douglas B. Larkin
Committee Member
Emily J. Klein
Committee Member
Sumi Hagiwara
Abstract
This study explored how visitor-facing experiences in Informal Science Institutions (ISIs) shaped science teachers’ practices in their K–12 science classrooms. ISIs have long been a site of learning for individuals, as well as for pre-service and in-service teachers. This qualitative, phenomenological study focused on the pedagogy of ISIs, including engagement strategies, object-based learning, understanding learners, and meaning-making and which parts of this pedagogy and other ISI experiences transferred into participants’ classroom teaching practices. Participants included 16 secondary science teachers from across the United States who had prior experience as educators in zoos, aquariums, nature centers, science centers, etc. before becoming teachers. Through individual and focus group interviews and an examination of work products, and as viewed through cultural-historical activity theory (CHAT) and Universal Design for Learning (UDL), it was apparent that: (1) the pedagogy of ISIs was largely used in both novice and experienced teachers’ classrooms; (2) their ISI work helped teachers develop their identity as teachers, science teachers, and scientists; and (3) participants reported an ease with the implementation of NGSS in their classrooms compared to their colleagues. These findings suggest that ISIs are a useful site for pre-service teacher learning and professional development for in-service teachers and may serve as a source of recruitment of future science teachers. Furthermore, educators in this study reported a much stronger community of practice in their ISIs compared to schools, so ISIs may provide a model for how to improve communities of practice in schools and new teacher induction programs.
File Format
Recommended Citation
Carletta, Liz, "What Tools of the Trade From Informal Science Education Are Useful to Science Teachers? An Investigation Into the Practices of Former Informal Science Educators Who Are Now Classroom Science Teachers" (2025). Theses, Dissertations and Culminating Projects. 1568.
https://digitalcommons.montclair.edu/etd/1568