Scientific Practices and Disciplinary Integration in the School–Museum Relationship: Analysis of Didactic Sequences Designed by Pre-Service Science Teachers
DOI:
https://doi.org/10.22600/1518-8795.ienci/2026v31n2p189Keywords:
Non-formal education, Initial teacher education, Disciplinary integration, Curricular integration, Museums, Scientific practicesAbstract
Research has valued the integration of non-formal educational experiences, such as visits to museums or science centers, into the school setting. However, their incorporation is limited. One reason is that initial science teacher training rarely includes visits to these spaces, nor does it encourage reflection on their educational value among pre-service science teachers. Therefore, this research explores how pre-service primary science teachers and secondary physics teachers promote disciplinary integration and what scientific practices of inquiry, modeling, and/or argumentation they incorporate into the planning of their teaching sequences within the framework of museum visits, after undergoing a training experience in non-formal education. The results demonstrate the promotion of scientific inquiry among primary school teachers and of modeling among secondary school teachers, while the lack of promotion of scientific argumentation in both contexts. It is also observed that secondary school teachers promote greater disciplinary integration than primary school teachers. These results highlight the need for initial teacher training to incorporate non-formal education in a more sustained and in-depth manner and to link it with the didactic frameworks that underpin science education, so that the full educational potential of these educational contexts can be promoted.References
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