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There is an increasing interest in understanding learning and knowledge development when visitors attend informal institutions, such as museums, science centers, aquariums and botanical gardens. But in what ways do visitors develop new knowledge, skills and awareness about displayed issues in these kinds of settings and how does the exhibition environment affect and scaffold learning processes? In this book, the authors turn their attention to visitors’ and staff members’ actions and dialogues during the visits in order to identify and study learning situations. A common approach is the use and development of socio-cultural and cultural-historical frameworks and theories as means for coming closer to the significance of interactions at different levels and in different contexts. The individual chapters cover learning interactions in relation to staff members’ roles and identities, family visits, exhibitions as resources for professional development and school visits.

Didactics --- didactiek --- Museum exhibits. --- Museum visitors. --- Museums --- Visitors to museums --- Persons --- Museum attendance --- Display techniques --- Displays, Museum --- Museum displays --- Exhibitions --- Museum techniques --- Visitors --- Science museums --- Educational aspects. --- Sociological aspects. --- Science --- Science centers --- Education --- History

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This edited volume explores diverse translanguaging practices in multilingual science classrooms in Hong Kong, Lebanon, Luxembourg, South Africa, Sweden and the United States. It presents novel opportunities for using students' home, first or minority languages as meaning-making tools in science education. It also invites to explore the use of language resources and other multimodal resources, such as gestures and body language. In addition, it discusses and problematizes contingent hindrances and obstacles that may arise from these practices within various contexts around the world. This includes reviewing different theoretical starting points that may be challenged by such an approach. These issues are explored from different perspectives and methodological focus, as well as in several educational contexts, including primary, middle, secondary levels, higher education, as well as in after-school programs for refugee teenagers. Within these contexts, the book highlights and shares a range of educational tools and activities in science education, such as teacher-led classroom-talk, language-focused teaching, teachers' use of meta-language, teachers' scaffolding strategies, small-group interactions, and computer-supported collaborative learning.

Sociology of education --- Teacher education. Teacher's profession --- Didactics of sciences --- Didactics of languages --- HO (hoger onderwijs) --- onderwijs --- talenonderwijs --- onderwijssociologie --- wetenschappen --- lerarenopleiding --- lesgeven

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Translanguaging (Linguistics) --- Teachers --- Science --- Training of. --- Study and teaching. --- Science education --- Scientific education --- Teacher education --- Teacher training --- Teachers, Training of --- Linguistics --- Multilingualism --- Ensenyament científic --- Lingüística aplicada --- Lingüística --- Aprenentatge integrat de continguts i llengües estrangeres --- Lingüística computacional --- Lingüística contrastiva --- Lingüística forense --- Llengües d'especialitat --- Traducció automàtica --- Educació científica --- Ensenyament de la ciència --- Ensenyament --- Ensenyament de la química --- Educació STEM