Web-based Learning Solutions for Communities of Practice

Visualising the Invisible in Science Centres and Science Museums
Pre-Visit Stage: Teacher Feedback
The subject matter of the exhibit was part of the
teaching of the school for all the teachers, and
the timing did not cause any problems – mainly
because in the school system of Finland the
teachers are pedagogical experts who have the
right and obligation to apply the curriculum and
its timing during the school year. The teachers
were informed about the opportunity to visit the
exhibit in August when the school year started so
they did not have difficulties scheduling the visit
in October-November according their curriculum.
– This process reflects also the ordinary visits to
the science centre in Finland: the teachers make
their plans normally 2-3 months before their visit
to ensure the content of the visit to their ordinary
school schema.
As the main objectives for the visit to the
science centre motivation and learning by doing
were mentioned. Specific content of the one single
exhibit (Hot Air Balloon) was not so essential, but
mentioned. Also the AR-technology was focus of
visit for some teachers.
As supplementing reasons for a visit in a science
centre the teachers mentioned a) the other
exhibitions content as an entity and b) having an
opportunity to utilise varying learning methods.
As a pre-visit activity the groups did use the
computer aided (VSTP) lesson which lasted about
one to two class periods (mainly more than one
because of the technical complexity of starting
the computer, connecting to platform, and getting
instructions, and help for usability).
The help of the pre-visit –activities: all the
teachers replied that the main effect of the VSTPcomputer
aided pre-lecture was for the orientation
for the visit itself, and the focus of the visit
to the Hot Air Balloon single exhibit. Of course
the teachers mentioned also the cognitive learning
effects, and but they did on see this time as
the central objective of the project, but more the
learning to learn –process.
Visit Stage: Teacher Feedback
All the teachers and classes had basically the
same post ICT-learning activities (CONNECT-
EXPLOAR platform) by repeating the main
cognitive content of a specific topic. Most classes
spent one to two class periods for a selected
module. Teachers used a visit as an “integrative
science learning” by forming links to other
topics (such as Maths, English, and also visual
arts lesson). Some teachers integrated the tests
(knowledge, motivation, etc.) into their teaching
by rating them as a support for their pupils’
learning process.
The teachers did not totally agree that learning
objectives they had set for the visit were
fulfilled. The main reason was that the teachers
expected the Hot Air Balloon experiment with
the AR-equipment would have been longer than
20-30 minutes, because many other “demonstrations”
at science centres last approximately 30-45
minutes. However, the teachers felt that the visit
was clearly positive for the learning objectives
especially learning to make observations.
The co-operative learning nature of the visit
was found important by the teachers - although the
very basic nature of the use of the AR-equipment
is individual: only one person can use it at the
same time. The reasons why the teachers felt that
it was encouraging the students for co-operation
related to the facts that a) they had prepared the
visit together with at the classroom (typically
two pupils per computer) and b) the students
visited the exhibit in pairs discussing about the
topic although only one student could use the
equipment.
According the teachers, the students were using
the AR-exhibit on their own, freely and by their
on conditions. This is very natural because the
AR-technique is based on self-centred orientation
excluding the outer world or dominance by other
people. It captures the user inside the intensive
AR-world.
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