Science teachers’ professional growth benefits from formal and informal interactions with science centers

Abstract

Research on out-of-school science centers, such as museums, has mostly focused on benefits for students, while benefits for teachers have received less attention. This study examined the professional growth science teachers experienced through their formal and informal interactions with science centers. Fifty-three primary (grades F-6) and secondary (years 7-12) science teachers from Australia participated in a survey. Teachers reported experiencing professional growth benefits when participating in formal professional learning programs, as well as through informal learning opportunities, such as incidentally learning while accompanying students on field trips. Despite the varied ways teache..