Eleventh International Conference on The Inclusive Museum

Abstract

The authors collaborated on an interdisciplinary unit with three additional teachers and a student teacher to create engaging opportunities for fifth graders to research U. S. geographic regions. To showcase their efforts, students created a digital exhibit which allows for a online walk through followed by the creation of their actual exhibits. Data collection was guided by grounded theory, which allows the researchers to bring their own perspectives to discoveries and interpret their findings with one another, examining comparative themes and differences unique to school settings. Data were collected through interviews, on-site observation, classroom discourse, and videotaped conversations among teachers. Fifth-grade students (N=26) in Mr. Nawrot’s 2017-2018 classroom were the recipients of the interdisciplinary curricula and museum education developed by Aaron Nawrot with support from Gail McEachron, university professor of social studies. When observing in the classroom, McEachron also talked to students about their work. Upon completion of data collection in January 2018, positioning theory will allow for the researchers to explore their respective interpretations and illuminate interdisciplinary opportunities and challenges as well as positioning differences and similarities. The culminating projects—the museum exhibits—will be analyzed in terms of their effectiveness in motivating students to be critical thinkers not only about the pursuit of knowledge but in the way they convey their unique perspectives to a public audience as curators. This research engages educators and students in the creative process as they simultaneously learn about the world and share their world with the community.