Learning with fossils: the interplay of boundary objects and museum educators’ talk in knowledge brokering

Abstract

ABSTRACT Museums house and display many authentic artifacts and objects. These objects not only draw visitors but can act as boundary objects that bridge between the worlds of scientists and the public. We observed how museum educators leveraged boundary objects in service of knowledge brokering as part of leading four educational programs at a paleontology museum. Specifically, we examined how museum educators used different forms of talk (conceptual, connecting, perceptual) with different types of boundary objects (authentic, educational, disciplinary) in knowledge brokering. The findings show how different patterns and combinations of talk and objects could support knowledge brokering or occasionally lead to failed knowledge brokering. We also discuss how museum educators must often engage in re-brokering as new discoveries are made and disciplinary knowledge evolves.