Urban Teens Exploring Museums:Science Experiences Beyond the Classroom

Abstract

H 1 ow do you capture the interests of an inner city high school student using science? A combination of factors seem to contribute to the challenge of creating an effective learning experience in urban schools, including large school districts with large bureaucracies, high populations of students of poverty, high populations of minority students and non-native English speakers, high teacher turnover, and an increasing number of unprepared teachers (Haberman, 1991; Weiner, 1999). While much of the focus of educators points toward the numerous obstacles associated with urban science teaching (and urban schooling in general), one potential asset to science learning in these troubled settings that is often overlooked is the presence of learning institutions, other than schools, located in metropolitan areas. These informal learning institutions include universities, libraries, museums, science centers, and similar places. These organizations have the potential to provide resources, in the form of teaching materials, teacher training, or even student enrichment programs, that can promote student interest and understanding in science beyond the classroom curriculum.