Science museum educators' views on object-based learning: The perceived importance of authenticity and touch.

Area of Science:

• Museum Education
• Visitor Studies
• Science Communication

Background:

• Museum educators are key in shaping visitor experiences.
• The role of touching authentic objects versus replicas in learning is debated.
• Understanding educators' perspectives is crucial for effective museum pedagogy.

Purpose of the Study:

• To investigate science museum educators' views on using authentic objects and replicas.
• To explore how educators decide between authentic objects and replicas in educational activities.
• To identify factors influencing educators' choices regarding object authenticity and context.

Main Methods:

• A mixed-methods approach was employed.
• Surveys were conducted with 49 museum educators.
• Interviews were held with 12 museum educators across Europe.

Main Results:

• Educators prioritize narrative and context over an object's authenticity status.
• Object presentation choices are guided by contextual relevance for learning.
• Diverse interpretations of 'authenticity' exist among educators.

Conclusions:

• Context and narrative are paramount in selecting objects for museum education.
• The varied understanding of authenticity can impede professional dialogue.
• Future research should address the nuanced definitions of authenticity in museum settings.