Twelfth International Conference on The Inclusive Museum

Abstract

This presentation highlights a demonstration project consisting a series of structured field trips to a science museum from an economically disadvantaged predominantly minority elementary school to promote science education, motivation, and student interest in STEM careers. The education department of a science museum and the social work department at an urban, public university joined forces to design a program for economically disadvantaged children in an urban school based on the state’s core science learning objectives. The program was evaluated to determine if a museum-based science enrichment field trip increased self-efficacy, motivation to learn science, and overall knowledge. Results found an overall significant increase of 404% on the standardized science tests between pre and posttest. Both the number and percent of students who passed the sample test increased as did average overall scores. Results also found improvements in motivation and self-efficacy for both girls and boys in fourth grade. Students with disabilities demonstrated the greatest improvement in motivation and self-efficacy. The improvements seen in this study indicate museums and visits to museums may aid in retention of at-risk students. The results suggest the importance of adequate funding for education that includes funding for museum visits; and provides evidence to support policies that enhance public education for all. Under the current conditions, funding for education is at risk, and funding for enrichment educational activities such as museum visits even more so. It is suggested that we must increase funding to enhance the educational opportunities for all children, including access to museums.