Supporting Newcomer Students before, during and after a Science museum visit: how do Teachers do it?

Abstract

Science museums are not (yet) fully inclusive for diverse audiences. Inviting newcomer students, who are still learning the language of instruction, to a guided museum visit can be one step towards fostering greater diversity in science museum audiences. Aiming to contribute knowledge and insights for teachers on how to support newcomer students to make the most of a science museum visit, this explorative study describes teacher support before, during, and after guided museum visits. Drawing on observations and pre- and post-visit interviews, this study offers individual descriptions of four case study teachers, followed by a cross-case analysis where three domains of teacher support are identified: support for language, support for museum identity development and support for science content. For each domain, specific challenges for newcomer students are presented, as well as the specific potential. Teachers saw obtaining museum vocabulary as essential but challenging. Still, the museum context was considered a rich environment for vocabulary development. Teachers positioned the museum visit as a chance for newcomer students to get acquainted with museums, to develop museum identity. Overcoming newcomer students’ unfamiliarity with museums posed challenges but enhanced the visit’s value. Although less prominent, teachers supported science content development. The interactive museum context offered the potential to overcome language barriers. Results are aligned with existing literature on science identity development in the discussion. This study suggests directions for future research, including incorporating perspectives from museum staff and newcomer students, as well as using the identified domains and teacher support actions in a future science museum visit for newcomer students.