Abstract
Informal learning settings have been shown to improve student achievement. The positive effects of museum-based learning may be increased if content knowledge activities are included before visiting the museum and if post-visit activities are planned to build upon the museum experience. The purpose of this study was to examine the use of classroom activities before, during, and after a visit to a science museum. Teachers were given a 17 item forced response selfreport instrument to complete that was designed by the researcher. Data analysis revealed more use of previsit activities than post-visit activities. Recommendations are made for further research and future practice.
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